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HANDBOOK 
PIONEERS 



HANDBOOK FOR PIONEERS 




Sweater Emblems 

Upper designs — Pioneers 

Center designs — Comrades 
Buttons 

Pioneer — Comrade — Leader 

For value of colors, meaning of colored cords, numerals, and full 
explanation of insignia see second section of Appendix. 



- 
HANDBOOK FOR PIONEERS 

A Program of Christian Citizenship 

Training for Boys Twelve to 

Fourteen Years of Age 




ASSOCIATION PRESS 

New York: 347 Madison Avenub 
1919 






Copyright, 19 19, by 

The International Committee of 

Young Men's Christian Associations 



DEC II laib 

©CI.A535990 



CONTENTS 

Foreword 

I. All About the Program i 

II. The Intellectual Training Program and Activi- 
ties 7 

III. The Physical Training Program and Activities . 22 

IV. The Devotional Training Program and Activities 34 
V. The Service Training Program and Activities . 44 

VI. The Service Recognitions 56 

VII. Americans All 60 

VIII. Health and Endurance 73 

IX. Track and Field Athletics 91 

X. Aquatics 129 

XI. Camp Life and Recreation 160 

XII. Nature Hobbies 185 

XIII. Our Native Trees 210 

XIV. How to Have a Good Garden 241 

XV. Pets 264 

XVI. Thrift of Time and Money . . 282 

XVII. What Shall I Read ? 288 

XVIII. First Aid to the Injured 303 

XIX. Safety First 322 

XX. Patriotism and Citizenship 328 

XXI. Group and Mass Games 345 

Appendix 383 

Historical Statement 
Insignia and Registration 
Physical Examination Blank 

Index 000 



FOREWORD 

Special attention has been given to make this program as 
acceptable and as usable as possible by volunteer leaders of boys 
who desire a Christian citizenship training program, whether in 
the Young Men's Christian Association, the Sunday school, or 
elsewhere. 

Every suggestion for the still further improvement of it will 
be welcomed and the largest possible cooperation and partner- 
ship are sought, both in the using of the present program and 
in any further revisions or substitutions that may be desirable 
from time to time. 

It is hoped that a joint commission will be appointed to 
develop a program of boys' work which will be representative of 
the best ideals, standards, and methods of the forces which are 
directly responsible for the religious education of adolescent 
boys. 

ACKNOWLEDGMENTS 

This program represents the labor of many men and has taken 
several years of experiment and study, as will be seen by refer- 
ence to the Historical Statement, page 385. 

We wish to express our grateful appreciation to the National 
Council of the Young Men's Christian Association of Canada for 
the use of text and illustrations from "Manual for Trail Rangers" 
and "Manual for Tuxis Boys," in addition to the chapters which 
carry acknowledgment in a footnote; to Ernest Thompson 
Seton for permission to use the chapter "Fifty Common Forest 
Trees of Eastern North America," as printed in the "Woodcraft 
Manual for Boys" ; to B. Deane Brink for chapter on "Aquatics" ; 
to George O. Draper for chapter on "Games"; to H. W. Gibson 
for chapter on "Camping"; to R. G. Cole, Herbert L. Crate, 
Henry G. Hart, C. B. Loomis, and Harry T. Baker for bio- 
graphical sketches; to C. C. Robinson, A. N. Cotton, C. H. Hagen- 
buch, C. J. Carver, Leonard Paulson, L. K. Hall, D. C. Drew, 
and other members of the International Committee staff for 



vi HANDBOOK FOR PIONEERS 

chapter material and constant suggestions in the preparation and 
revision of manuscript; to F. H. Cheley and Eugene C. Foster 
especially for the constant and untiring attention in connection 
with the preparation, editing, and production of the volume; and 
to the many men who have attended conferences and at other 
times given valuable help in the production of the program. 

The International Committee of 
Young Men's Christian Associations 

Edgar M. Robinson, 

Secretary, Boys' Work Division. 



\ CHAPTER I 
ALL ABOUT THE PROGRAM 

Every boy knows men whom he greatly admires. These men 
have made a success, in some way, and the boy naturally admires 
men who succeed. 

Naturally, as he thinks about one of these men, he begins to 
ask, "How can I learn to be like him?" Now there are some men 
who are making a better success of life than others, and it is a fine 
thing for a boy to learn what enters into real success. 

A man may be rich and yet not be a real success ; a man may 
be strong physically and yet not be a great success — that is, 
genuine success includes a number of things. The possession of 
money may be a part of it, but many a rich man has a weak or 
sickly body, and would give all his money to be well. Many a 
man strong physically, is ignorant, and would give everything he 
has to have more knowledge and a trained mind. 

After all, isn't the kind of success we are talking about depen- 
dent a good deal on having a fine foundation for life, broad enough 
to build anything on later? If a man lays a foundation of physi- 
cal, mental, social, and spiritual strength, isn't that the best kind 
of a preparation for life — one that will enable him to specialize 
successfully in any direction in which he is interested? 

But some boys do not grow to manhood in as fine a way as they 
should. They grow physically because they cannot help doing 
so; but they may let one set of muscles get strong while another 
set is allowed to be underdeveloped. They grow mentally, 
because they have to, and their school work helps them to grow 
mentally as they should; but very often a boy does not learn 
what a world of interesting things there is in the mental world 
outside of schoolbooks. 

Many boys do not begin to understand what great possibilities 
there are in growing on the spiritual side until they get much 
older; and then they wish they might have learned all about 
these things long before. As to a boy growing socially, getting to 



2 HANDBOOK FOR PIONEERS 

know more day by day about how to get along happily with 
others and how to make his life count most in helping others — 
why, many a boy does not begin to think of these things, and to 
get the real joy of living, until he has missed many years. 

Now this Program, of which the Pioneer Group is but the first 
part, will help a boy to learn how to lay the foundation for his 
life on this all-round basis; will help him to grow mentally, 
physically, devotionally, and socially. That is what this Pro- 
gram makes possible for a growing boy. How does it do this? 

The first thing is to become a member of a group or club in 
the church school or elsewhere that is following this Program. 
If he does not know of such a group, he may help to start one. 
When he joins such a club, he may be asked to sign a Declaration 
of Purpose, like this: 

"As a Pioneer I purpose to be manly in muscle, mind, 
and morals, as a foundation for Christian living." 

In order that the full plan of the Program shall be understood, 
a boy who is just beginning should be able to repeat the following : 

The Aims of a Pioneer 

i. As a Pioneer I aim to seek health, for the true 
American Boy seeks to gain and to keep health. 

2. As a Pioneer I aim to be self-controlled, for the true 
American Boy seeks to control himself. 

3. As a Pioneer I aim to be self-reliant, for the true 
American Boy, although he despises self-conceit, never 
says "can't." 

4. As a Pioneer I aim to be absolutely reliable, for the 
true American Boy is always honest in word and deed. 

5. As a Pioneer I aim to play the game clean, for the 
true American Boy is always fair. 

6. As a Pioneer I aim always to do my duty, for the 
true American Boy is never a shirker. 

7. As a Pioneer I aim to be thorough, for the true 
American Boy does the right thing in the right way. 

8. As a Pioneer I aim to play a team game, for the true 
American Boy always works in friendly cooperation with 
his fellow-workers. 



ALL ABOUT THE PROGRAM 3 

9. As a Pioneer I aim to be always kind, for the true 
American Boy is always thoughtful of his speech and acts 
toward others. 

10. As a Pioneer I aim to be reverent, for the true 
American Boy knows there is but one Creator and that He 
cares for all life. 

11. As a Pioneer I aim to be loyal in all my relation- 
ships, for the true American Boy is always loyal to the very 
best he knows. 

Of course, there will be an adult Leader of the group. (There 
is a special Manual for Leaders.) Almost the first thing such a 
Leader will do will be to have a little talk with the boy, to see at 
what point the new member is best able to begin. This personal 
talk will consist of asking some questions as to how far the boy 
has already developed in the four ways mentioned above. And 
merely to get a starting point, the Leader will compare the boy's 
present accomplishments with a standard for boys of the same 
age, and will estimate in credits about where the boy stands. 
Then he will mark these credits on a chart. 

The square outline of the chart below is the standard toward 
which the boy is to work; he wants to be four-square, or sym- 
metrically developed. As the Leader talks with him it is dis- 
covered that this particular boy may not have developed on one 
side of his life as much as he might; and when the talk is over, 
and the Leader puts the results on the chart, the boy will see at 
once where he needs to pull himself up a bit. 





Fig. I 



Fig. 2 



HANDBOOK FOR PIONEERS 



Let us take a few examples of the way it works, as shown by 
other boys who have been charted : Here is a boy who has given 
a great deal of attention to athletics, but has neglected his mental 
life. He has not been very high in the two other standards, 
either. This is the way his chart would look when he is through 
the interview (Fig. i) # 

Here is another fellow who has given a good deal of attention 
to his studies, but isn't as careful as he should be about his 
physical life. He doesn't go in for any kind of athletics and is 
hindered from being his best by a pretty poor kind of a body 
(Fig. 2): 

Another boy has been working since he was fourteen years old. 
He has not followed up his studies at all; of course, his mental 
development is rather low (Fig. 3): 





Fig. 3 



Fig. 4 



This last boy has done good work at school, has made good in 
athletics and physical development, and is a regular attendant at 
church and the church school, getting a good deal of help from 
these exercises; but he admits that he has been living pretty 
much for himself and has not learned very much about the social 
side of life, and about service for others. Do you see what kind 
of a chart he draws? 

But the personal talk and charting is just the beginning of the 
Program. For. after all the boys of the group have been charted, 
and the Program for the season is worked out, each individual 
boy will be given some definite test to meet. For instance, in the 



ALL ABOUT THE PROGRAM 5 

program of Intellectual Development (see page 7), the boy's 
standing at school will be made the test on which his credits are 
marked. 

Out of a possible 300 credits in the School Test, he can secure 
150 for his school record. But he can get 150 more credits by- 
meeting the optional tests found under the heading of "educa- 
tion"; with the required test and the optional tests taken 
together he can therefore secure as many as 300 to the credit of 
the Education Test. This same arrangement is carried out 
through the entire Program. 

Many of the things required will be done in the weekly group 
meeting. Social stunts and games and hikes and outings, to- 
gether with the most interesting practical talks, will all be part 
of the group Program. Besides all this there will be games and 
contests between groups, and outings where all the boys in the 
community who are taking the Program will get together. 

Any boy who is especially interested in some subject or some 
kinds of activity will find a further opportunity to show his 
interest by earning Service Recognitions, which are told about 
on page 56. 

A boy who is taking this Program is privileged to wear a button 
or badge, as described in the special chapter on Insignia. By 
turning to the description of these emblems you will see that the 
square shows exactly how each boy stands in his regular tests, 
and also shows how far he has gone in taking Service Recogni- 
tions. 

A large group emblem, for the entire group or club, will show 
the standing of all who are taking the Program ; every creditable 
thing accomplished by a member of the club will help to earn a 
better group emblem. 

There are many useful and most interesting facts in the pages 
beginning with Chapter VII of this book. By reading these 
chapters carefully a boy will find helpful hints which will enable 
him to carry out his part of this Program successfully. 

The Pioneer Group is followed by the Comrade Group, 
which is intended for boys from fifteen to seventeen years of age ; 
so there is a chance to work into this older group when the right 
time comes. 



6 HANDBOOK FOR PIONEERS 

The most wonderful man who ever lived was Jesus. As a boy, 
He must have known a lot of interesting things; for when He 
reached manhood, and began to preach, He showed that He 
knew a great many things that real live boys are likely to learn as 
they go about with their eyes open in the city and in the country, 
at school and at play, at home and on their travels. 

So it becomes a very interesting question as to how Jesus grew, 
as a boy. After He was twelve years old, do we know anything 
about Him? Well, not much; and yet, in some ways, we know 
a good deal. For the Bible tells us, in Luke 2:52, that "J esus 
advanced in wisdom and stature, and in favor with God and men." 
That is all we are told about Him in the years from twelve to 
almost thirty. 

But that is enough to tell us a good deal that is valuable. For 
it tells us that he grew mentally ("in wisdom"), physically ("in 
stature"), and in his devotional life ("in favor with God"), and in 
his social life ("in favor with man"). And those are about the 
only ways a boy can grow. 



CHAPTER II 

THE INTELLECTUAL TRAINING PROGRAM 
AND ACTIVITIES 

"Jesus advanced in wisdom" — Luke 2:52. 

Crude oil is worth two dollars and a half a barrel, but kerosene 
is worth twice as much; yet kerosene is but crude oil refined. 
Gasoline, on the other hand, is worth twice as much as kerosene 
because it is still further refined. Crude oil refined to lubricating 
oil, however, brings more than thirty-five dollars a barrel or more 
than ten times as much as crude oil. Intellectually, boys, you 
are in the "crude oil" stage; whether you will finally reach the 
"lubricating oil" stage or not will depend almost entirely on the 
kind and amount of refining to which you are willing to submit 
yourself. A great many boys are not willing to go through the 
refining or educating process. They are quite content to be just 
"kerosene" all their days. That is very strange, too, when we live 
in a country that provides free the very best schooling that 
money can buy. Education is the only thing given away and 
you can have all that you will take. 

Boys should have someone remind them, very often — in a help- 
ful way, of course — that their entire future depends very largely 
on how they develop their minds during their boyhood days. 
Sometimes study of every kind seems so removed from daily liv- 
ing that there comes a real temptation, as you know, to sacrifice 
it temporarily for, say, the baseball team, or a good swim, or a 
hike into the open country, or perhaps a job. That's the easy 
way. But it is following the line of least resistance and is short- 
sighted. That sort of thing is what keeps many a boy "kerosene." 

Probably the most important job any Pioneer now has on his 
hands is to make good at school, not for credit's sake, but for 
development's sake. The boy who is determined to become 
"lubricating oil" must appreciate the need of refining so clearly 
that his school to him will be an opportunity instead of a burden. 

A Pioneer must begin to think, judge, and act for himself. 
His childhood days are over. He is headed straight for manhood, 



8 HANDBOOK FOR PIONEERS 

but a man's value to himself as well as to the world depends on 
how clearly he can think, how fairly he can judge, and how wisely 
he can act. If his mind is untrained, if he is still "crude oil," 
others leave him behind. The world demands trained men. 

Generally speaking, there are two sorts of training: one sort 
that has to do with fitting one's self to do high-class and efficient 
work in some profession, business, or trade; the other sort that 
has to do with getting acquainted with a great many things that 
will broaden your mind and widen the range of your interests, so 
as to enable you to understand and appreciate more fully what 
goes on in the great world about you. 

Did you ever ask questions? Of course you have. No doubt 
you have embarrassed your father many a time by asking ques- 
tions he could not answer. Those questions are just your "crude 
oil" asking to be refined. . There is mighty small chance for the 
boy who cannot ask a hundred questions about a thousand 
things. Questions prove that a boy's "refinery" is hard at work 
and that he is seeking to grow. 

Now a Pioneer will no doubt get the bulk of his intellectual 
training in public or high school, yet not all, for there are many 
other ways in which he can learn much. Nature is a wonderful 
teacher and she knows so much that is worth while. The Pioneer 
will very soon discover that all of the following tests are to 
stimulate him intellectually — in many different directions it is 
true, but all to the purpose that he too may "advance in wisdom," 
as did the boy Jesus. 

Note 

If you have had Boy Scout training or have been identified with 
any similar organization your Leader will grant you full credit for 
all the work you have done in that organization that corresponds to 
the tests required in this Program whether in regular activities or on 
special Merit Badges, provided you have taken the same under a 
registered or competent Leader within a reasonable period. 

I. SCHOOL 

President Hyde, of Bowdoin College, at the age of fourteen 
received a man's wages in a cotton mill, with promise of rapid 
advancement. The boy had neither father nor mother living and 



INTELLECTUAL TRAINING PROGRAM 9 

the decision rested entirely with himself. He took his school 
training and became one of America's foremost educators. 

If boys would only remember that what they really work with 
is not their hands but their brains, they would not imagine that 
time spent in school cultivating their brains is thrown away. 

True, some men have made good in the world who did not go 
to school, but their number, compared with the successful men 
who did go to school, is so small that it is no longer an argument. 
The very first question every employer asks is : "What schooling 
have you had?" What will be your answer? 

"Thoroughly trained men are woefully lacking in every voca- 
tion." There is plenty of room at the top, but at the bottom 
there is always a "jam." America needs trained men as never 
before to handle the multitude of after-the-war problems. Can 
she depend on you to be ready, or will you be content to drive a 
delivery wagon or run an elevator while the more determined, 
far-sighted boy rises to world-usefulness because he took his 
training? 

The law of use is universal. If you want to win honors as an 
athlete, you train vigorously. No price is too great to pay. If 
you want to deal with great problems and know how to handle 
men and materials, you must train. It is necessary to be physic- 
ally fit, as a foundation. It is also necessary to be mentally fit — 
along with some other sorts of fitness that are to be discussed 
later — in order to live a life. Mental health comes by mental 
exercise. 

There certainly will be a real place of national usefulness for 
every Pioneer who puts his best into training. Grades are not 
always so important as effort, and don't forget that participation 
in school activities is also a part of one's education. Get into the 
sort of activity that is most worth while. Put a lot into it, so you 
can get a lot out of it. 

Now, of course, there are boys — high-class, ambitious, wide- 
awake boys — who would like to go to school, but who for one 
reason or another are unable to do so. If you happen to be such 
a boy talk your whole situation out with your Leader. He will 
be able to make many helpful suggestions. If your circumstances 
are such that you must work, then it is highly important that 



io HANDBOOK FOR PIONEERS 

your job be the kind with a future and one that gives you mental 
growth as well as financial income. 

SCHOOL Total Credits— 300 

REQUIRED TEST— Maximum of Credits— 150 

Normal attendance at school (one grade a year) — 10 credits. 
Effort — 30 for fair, 50 for good, 70 for excellent. 
Scholarship — 30 for fair, 50 for good, 70 for excellent. 

Elective Tests — 30 credits each 

1. Participate in school athletic activities. 

2. " " dramatic activities. 

3. " " oratorical and debating activities. 

4. " " literary activities, orchestra, or choir. 

5. " " organized welfare activities. 

6. Attend an educational talk or discussion or read a book on : 

a. The Real Value of an Education (first year). 

b. The Value of a High School Education to the Boy Who 

Expects to Live on a Farm, or equivalent (second 
year). 

c. How Can an Education Make Any Man a Better 

Citizen? (third year). 

II. HEALTH EDUCATION 

The most wonderful machine in all the world is your body. 
Did you ever watch a great engine perform? Did you ever ride 
behind a motor that seemed to be perfect, with power enough to 
go anywhere or do any sort of work? Did you ever look through 
a giant telescope and marvel at' the machine that can bring the 
heavens close enough to study? Did you ever see a mighty pump 
at work, lifting and distributing life-giving water perhaps for a 
whole city of people? Have you ever wondered how an adding 
machine could perform such seemingly intelligent acts? Have 
you ever marveled at a splendid talking machine or heard a 
friend's voice coming to you over the wires from, say, a hundred 
miles away? Of course you have, but did you ever stop to think 
that your very own body is a machine that has all of these extra- 
ordinary functions, with numerous others that are so marvelous 



INTELLECTUAL TRAINING PROGRAM n 

and complicated that they cannot even be understood? Truly, 
we are wonderfully and marvelously made. 

A locomotive engineer is a man who so thoroughly under- 
stands the principles of an engine that it is perfectly safe to allow 
him to pilot one, drawing, as he so often does, great loads of 
human freight across the land in the dead of night, or perhaps 
even in a storm. Would you go to sleep quietly on a fast express 
if you were assured that the engineer up in the cab had no idea 
at all about scientifically handling his engine; if you knew posi- 
tively that he didn't know how to control the steam or determine 
the speed or operate the brakes? I guess not ! Would you think 
of starting off to drive, say, sixty years — that's a good long life — 
in a wonderful, high-power automobile if you had not been taught 
how to drive? About the first thing you'd do would be to wreck 
the big beautiful thing — all because you didn't understand the 
principle of the machine. Our hospitals and homes and sanitari- 
ums by the hundred are full of human wrecks, simply because 
these people had never been taught how to handle their bodies 
properly. 

Every Pioneer wants to understand clearly the general laws 
about "running" his wonderful machine : first, so that it will make 
a useful, productive life possible and, second, so that his "ma- 
chine" will not be a constant danger to others. Just as we must 
have strict traffic regulations to avoid collisions and death, so we 
must have strict health regulations. Every boy must know 
these regulations. It is amazing how simple they are and how 
easily they may be reduced to habits, when a boy just under- 
stands them. For instance, there is the law of exercise. Machinery 
runs better and lasts longer when given reasonable use. 

"Who is your doctor?" said one man to another. "You always 
seem to be in the very pink of condition." 

"Dr. Sunshine," replied the healthy man with a smile. "He 
prescribes thirty minutes a day on the woodpile out in God's out- 
of-doors. It costs less than medicine and is much more pleasant 
to take." 

Beginnings of Life 

Above all things be sure that you have reliable information 
about the beginnings of life. God has a marvelous plan for per- 



12 HANDBOOK FOR PIONEERS 

petuating every living thing. There is a male and a female 
flower. There is a "father" and "mother" of every species of fish, 
fowl, and animal. There are great laws of reproduction. If these 
laws are broken, disaster results. By understanding these laws, 
various species can be greatly improved. Luther Burbank, with 
patient research and untiring labor, has by his skilful hand pro- 
duced many new varieties of flowers and fruit. It is open to 
everyone to study the wonderful process whereby the pollen or 
powdery element of the male blossom is carried by the wind, by 
the water, by the bees, or in some other way, so that it rests upon 
the female portion of the blossom and in time the male portion 
dies and the female bears fruit after its kind. 

In the body of a female fish we have all found what is known 
as the roe and marveled that one fish can produce from these eggs 
thousands of its kind. But what added interest there is when we 
know that in the spring these eggs are deposited in the gravel 
bottoms of shallow streams, where they would die if the male fish 
did not come and add to them the life-giving element from his 
body. Everyone knows how the bird by the warmth of its body 
hatches the little ones from the egg, but he should know what 
part the male bird has in the marvelous process. And so on, up 
through the various orders of creation to man, the student of the 
beginnings of life finds never-failing interest and amazement 
when he learns in detail God's marvelous plan. 

Every Pioneer should, with the aid of his parents, his teachers, 
or his Leader, learn more and more of these great laws and come 
to have the right attitude toward them. Carefully avoid all 
smut and vulgar talk. Be correctly informed. 

HEALTH EDUCATION Total Credits— 200 

REQUIRED TEST— Maximum of Credits— 100 
Read Chapter on Health Education — 50 
Talk with parent or authorized substitute on Life's Origin — 50. 

Elective Tests — 25 credits each up to 100 

1. Name and explain five fundamental laws of health. 

2. Name five vital functions of the body and describe the 
process of each. 



INTELLECTUAL TRAINING PROGRAM 13 

3. Investigate and write or tell in 200 words how your city- 
disposes of its garbage (first year) . 

4. Draw a diagram showing how the house-fly carries dis- 
ease (second year). 

5. Investigate and write or tell in 200 words the process of 
pasteurizing milk (third year). 

6. Attend two group meetings each year at which one of 
the following books is read aloud: 25 credits each 

"Developing into Manhood" 

Winfield S. Hall (first year). 

"Truths" E. B. Lowrey (first year). 

"Life's Beginnings". . . .Winfield S. Hall (second year). 

"Chums" Winfield S. Hall (second year). 

"From Youth into Manhood" 

Winfield S. Hall (third year). 
"Confidential Talks with Young Men" 

L. B. Sperry (third year). 
"Keeping in Condition". ... H. H. Moore (third year). 

7. Attend an educational talk or discussion , or read a book on : 

How to Build a Strong Body (first year). 

How to Eat, When to Eat, and What to Eat (second 

year). 
How We Grow (third year). 

III. SPEAKING AND HOME READING 

a A thoughtful man will never set 
His tongue a-going, and forget 
To stop it when his brain has quit 
A-thinking thoughts to offer it." 

Can you express your thoughts clearly, briefly, and in an 
interesting way? If you can, you have a good start toward suc- 
cess. 

"Blessed is the man — or boy either — who, having nothing to 
say, abstains from giving wordy evidence of the fact." A certain 
boy once, returning from a lecture, was asked by his father what 
Professor So-and-So talked about. "About two hours," was the 
boy's reply. "Well, what did he say?" persisted the interested 
father. "Nothing," was the lad's final retort. 



14 HANDBOOK FOR PIONEERS 

Public speaking is more than the ability to say so many words 
a minute for a given period of time. It is a fine art, which is 
very desirable, and in which every boy should be reasonably 
well versed. The time to begin to express your thoughts is when 
you are a boy. To be a clear and interesting speaker is a tre- 
mendous asset to leadership, but to be a good speaker demands 
two things : having something worth while to say and practicing 
the saying of it. There is hardly a business or profession today in 
which being able to express yourself well is not of inestimable value. 

It is interesting to note, too, that men who are good speakers 
usually are good readers. "Tell me what you read and I'll tell 
you what you are." From reading come your ideas, your con- 
victions, your impressions, your expressions. Reading is to 
the mind what exercise is to the body. Worth-while ideas and 
reliable information, of course, come from good books; there- 
fore, some care must be used in your choices in this connection. 
Read carefully Chapter XI in this manual. 

Self-expression ought to be a part of any Intellectual Training 
Program. The more difficult it is for you to express yourself, the 
more you need to master this part of the Program. 

SPEAKING AND HOME READING. . .Total Credits— ioo 

REQUIRED TEST— Maximum of Credits— 50 
Make a three-minute speech on an assigned topic. 
Read one book each year from each main head of the selected 

list in Chapter XI, this manual. 

Elective Tests — 25 credits each up to 50 

1. Read regularly one first-class boys' magazine: such as, Boy 
Life, American Boy, Youth's Companion, St. Nicholas, or others. 

2. For a period of three months, read all that you can find in 
newspapers and magazines, along any specialized lines — such 
as, stock-raising, ship-building, wireless, aviation, corn-growing 
— and make a scrapbook or file of the interesting material, 
finally exhibiting it to your groups. 

3. Recite an acceptable poem or prose selection of at least 
one hundred words. 

4. Compete in debate or oratorical or declamation contest 
in your own group, or in group competition. 



INTELLECTUAL TRAINING PROGRAM 15 

IV. NATURE INTERESTS 

What can you tell of the big out-of-doors? Are you well 
enough acquainted with the folks in the wilderness so as to feel 
at home alone in the woods? The book of nature is a big, big 
book and we can read the chapters that appeal to us most, but 
to read some chapters is plainly the duty of all. No man is 
really educated who knows nothing of flowers, of birds, of trees, 
of butterflies, insects, and such things. Besides, we must never 
forget that all of these wild folks are very closely related to our 
lives, at least in an economic way. We kill our birds and as a 
result we have great pests of worms and destructive insects. We 
cut our trees and we have floods. We tear up our wild flowers, 
and weeds take their place. 

Every boy should have a certain amount of nature knowledge. 
Woodcraft helps us in a wonderful way to use our eyes and our 
ears and our noses. The Indian was only able to live at all 
because he was a student of nature. He found his food wild. 
He made his clothes from material from the wild. He built his 
shelter from wild wood material. He found his games in the 
wood and on the water. He knew how to smooth it with rough 
things. He became resourceful to a marked degree. There is a 
great danger that the American boy will become too much of a 
hothouse plant — too much house and too much clothes and too 
much food. "When ye houses were made of straw ye men were 
made of oak, but when ye houses were made of oak, ye men 
were made of straw." 

There is many a city lad — and country boy, too, for that mat 
ter — who can not identify five different trees in' full leaf. On one 
acre of woodland in a central western state there were thirty- 
nine kinds of trees and shrubs. Although there are hundreds of 
wild flowers, many boys can name but two or three. There is 
nothing more interesting in the whole out-of-doors than the 
hundreds of insects ; yet to most boys they are all "bugs." Have 
you ever found a cocoon and saved it until the wonderful moi h 
emerged? Have you ever seen a worm construct its chrysalis 
and then hang it in the sunshine until the monarch "comes out" 
in his suit of burnt orange and black? Have you ever watched 
a mud dauber wasp build her castle of clay and stuff it full of 



16 HANDBOOK FOR PIONEERS 

spiders to feed the young wasps in the spring? Have you ever 
watched a mosquito hatch on a stagnant pond? Have you ever 
caught an ant high up in a tree, milking its cow? Then open 
your eyes! Wake up, go out, and look around. There are 
wonderful folks in fairy houses all about you, that far exceed in 
real interest the best man-made entertainment in the world. 
Nature Interests are not a fad, but a very real part of life. If you 
are missing them you are missing a great deal. 

NATURE INTERESTS Total Credits— ioo 

REQUIRED TEST— Maximum of Credits— 50 

Collect thirty nature specimens from water, woods, and fields 
and name each correctly, telling briefly about each. (A written 
report with specimens may be accepted if desired.) 

Elective Tests — 25 credits each 

1 . Attend an educational talk or discussion, or read a book on : 

God's Great Out-of-Doors (first year). 

The History of Fire and How to Make Fire with 

Rubbing Sticks (second year). 
Our Forests and Their Protection (third year). 

2. Read any standard nature book. 

3. Write or tell in some 200 words about some specific 

nature observations of your own. 



V. HANDICRAFT 

Did you ever transform an old baby-buggy into a wagon, 
make a grocery box into a sled, or build a bench or a stool? Did 
you ever build a rabbit-hutch or a dove-box or perhaps even a 
chair or a music-rack or a swing? If you have, then you are a 
real boy. Did you ever leave the hammer out in the dirt or for- 
get Father's best saw in the rain or run into a rusty old nail with 
the only gimlet on the place? Did you ever ruin the family 
screwdriver by using it for a cold chisel, or did you ever chop 
your toe trying to split a board? If you have, then you have 
had a beginner's course in handicraft and you'll be thankful all 
your life for the experience. 



INTELLECTUAL TRAINING PROGRAM 17 

Most boys like to make things. Every boy enjoys tools if he 
just has a chance to use them. Once there were two boys shut 
up in a city with no backyard save a small cement court, and 
those two boys gratified their handicraft desires by taking their 
bicycles apart, including the coaster brakes, just so they might 
put them together again. Learn by doing; it is the best way in 
the world, and around most homes there is plenty of chance to 
see what you can do. Mother needs shelves here and there, or a 
porch-box for her flowers, or a wash-bench, or a bit of fence 
about her favorite roses. Then there are electric bells that won't 
ring and fuses that burn out, and doors that won't latch — they 
all get out of fix just so you will get some chance to practice 
handicraft, but remember there is just one law for a real crafts- 
man, and that is careful work. Putty and sandpaper, along with 
a little paint, often make a job look fairly well, but you have the 
consciousness that it is a botch job. Make things? Yes, but 
apply three tests always: Is it careful, thorough work; what is 
it good for; and are its lines symmetrical and good? The real 
craftsman is an artist and loves the beautiful in form, finish, and 
material. Aim to be a craftsman. 

HANDICRAFT Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Have access to at least eight different wood-working or mechani- 
cal tools, give evidence that you understand the care and use of 
each, and that you have done a total of two hours' work at home 
or for your neighbor that could properly be termed handicraft. 

Elective Tests — 25 credits each up to 50 

1. Read each year one of the "What to Do" books listed on 
page 30. 

2. Read regularly an applied mechanics magazine: such as, 
Popular Mechanics, Popular Electricity, Motor Field. 

3. Enrol in a manual training or arts and crafts class for a 
three months' period. 

4. Attend a practical talk or a discussion, or read a book on: 

The Evolution of Tools from Primitive to Modern 
Times (first year) . 



1 8 HANDBOOK FOR PIONEERS 

From the Apprentice System to the Age of Machinery 

(second year). 
The Effects of Machinery on the World (third year). 

5. Construction — 10 credits each 
Manual Training. 

A towel roller, broom holder, tooth-brush rack, roll- 
ing pin, milk stool, wood-box, tie-rack, or equivalent. 

Bird Houses. 

Construct and erect a bird house for a specific type 
of bird. (Double credit if nest is secured.) 

Kites. 

Build and fly successfully any given type of kite. 

Industrial Crafts. 

Build a model boat, a wagon or cart, dog house, bob 
sleigh, snow scraper, shelving, cupboards, etc. 

VI. OBSERVATION AND COLLECTION 

Almost every boy is a natural-born collector. His room, if he 
is fortunate enough to have one, is usually full of collections of 
one kind or another. There was once a boy who collected collar 
buttons and he had a great variety, but there was something 
wrong with that sort of collection. It had no value either in the 
collecting or after the collection was made. Another boy col- 
lected birds' eggs and tobacco tags. He, too, was on the wrong 
track. It is a shame to steal birds' eggs, and tobacco tags are 
nor only useless but do not suggest the best things. 

Stamp collections are very popular and very much worth 
while, too. Coins are interesting and have real worth. Minerals 
are very much worth while. Indian arrow-heads teach history, 
and open up the whole study of Indian life and early days. 
Pressed flowers and leaves, samples of wood, nuts, grains, and 
seeds are all worth while because of the information that is 
gathered in making up the collection. But there are other 
things that make collections worth while. They teach one to 
be orderly and systematic. They stimulate close observation 
and better memory. A certain chap has 5,000 different postage 



INTELLECTUAL TRAINING PROGRAM 19 

stamps. He knows them by heart ; he has learned to see minute 
differences in design and color. He can look at any number of 
stamps not his own and tell at a glance if he has them in his 
collection. He has come into possession of a vast amount of 
information as a result of his collection. His geography is very 
real to him, too. His history is more intelligent, his world- 
interest is much larger than it would have been, and then, too, 
just think of the happy stormy days and winter evenings that 
are represented in that neat, well-mounted collection. Collec- 
tions of worth-while things are always valuable to any wide- 
awake boy, if they help him to be a better observer and give him 
in return for his pains the habit of careful, systematic work. 

OBSERVATION AND COLLECTION. . .Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Make a collection of one of the following and offer it for inspec- 
tion at a regular meeting of the group : 

Coins, stamps, minerals, noxious weeds, leaves of shade and 
forest trees, crops of your section, pressed and mounted wild 
flowers, grains, clovers, grasses and forage plants ; relics such as 
arrowheads or Indian implements; samples of wood, showing 
bark, grain, and cross grain; kodak pictures taken and finished 
by yourself; insects, butterflies, and moths. 

The collection must contain at least twenty-five specimens 
neatly labeled. 

Elective Tests — 25 credits each up to 50 

1. Name and locate accurately ten ofhce or public buildings 
in your city or county. 

2. Name ten consecutive streets in your city correctly, 
other than numbered or lettered streets. 

3. Place twenty-five small articles on a table, cover them 
with a cloth, uncover them for one minute while the boy 
observes them, then cover and have him write a list of the 
articles. 

4. Pass three shop windows, stopping half a minute to 
observe the articles in each window, then write what you saw. 

5. Go into an absolutely strange room, remain one-half 
minute, and then write a list of observed articles. • 



20 HANDBOOK FOR PIONEERS 

6. Take two checker-boards, the Leader using one board, the 
boy the other. Let the Leader place five checkers in any de- 
sign he wishes; allow the boy to observe it ten seconds, cover 
the checkers, and allow the boy to reproduce the design on his 
own board. Repeat five times. (Paper and pencil may be 
used if boards are not handy). 

7. Take the boys to the top of a hill in the open country. 
Let them observe the landscape for five minutes; on coming 
down locate on a sheet of paper the houses, barns, woods, 
water courses, and other prominent features. 



VII. EDUCATIONAL TALKS AND TRIPS 

"Know something about everything and everything about 
something" is a good motto for any mentally awake boy. We 
live in such a big and interesting world in which there is so much 
going on that no one boy can have very much information from 
many different fields, first-hand. Our job is not to attempt to 
do so many things that we accomplish nothing that is outstand- 
ing; on the other hand, we ought to be veritable sponges for new 
and interesting information. If some explorer comes to town, 
be very eager to hear his story. Perhaps he is just back from the 
North Pole or from the heart of Africa. Probably you will 
never be so fortunate as to travel there yourself, so go hear about 
it. Perhaps a great soldier from the World War has just come 
to town. You may be sure he has something to say that is worth 
while. Or maybe the President or a member of his cabinet is to 
speak at such and such a place. You may not understand all he 
says, but he is worth going to hear. Success is as contagious as 
smallpox. Perhaps you'll get an idea, and one single idea planted 
unsuspectingly in a boy's mind has changed the life of a whole 
community. Big ideas make big men. Be a collector of ideas. 
Some day they will all come handy. Every successful man in 
every line of work has a message for you. But he can't give it 
to you unless you go after it. 

Travel is another way to gather much useful information as 
well as many ideas. Take frequent little trips — always with 
"eye-gate" and "ear-gate" wide open. Travel is a great educator. 



INTELLECTUAL TRAINING PROGRAM 21 

Walk, ride your bicycle, go on horseback, always with a purpose 
— to gather new ideas, facts, impressions. You are never too 
old to learn. 

EDUCATIONAL TALKS AND TRIPS. .Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Report briefly, verbally or in writing, the last educational talk 
you heard or trip you took. 

Elective Tests — 25 credits each up to 50 

1. Attend an educational talk, or discussion, or read a book 
on: 

Early History of Your Locality (first year) . 

Wireless (second year). 

Aviation, or other mechanical process (third year). 

2. Attend a practical talk by some one qualified to speak on 
exploration, invention, travel, science, being a soldier, and 
give a brief review of the talk. 

3. Make one trip a year to some sort of manufacturing 
plant and write 150 words describing the product and how it is 
made. 

4. Travel at least 100 miles and spend one night away from 
home. 

5. Drive auto, motor cycle, or motor boat twenty miles on 
any one trip, making all necessary tire changes, and at least 
temporary repairs. 



CHAPTER III 

THE PHYSICAL TRAINING PROGRAM 
AND ACTIVITIES 

"Jesus advanced . . .in stature" — Luke 2:52. 

William Cullen Bryant kept himself in a healthy bodily condi- 
tion up to an extreme old age by taking long daily walks and by 
swinging a chair as a substitute for Indian clubs every morning, 
no matter how busy he was or how hard pressed for time. Ban- 
croft, the great historian, kept his body in fine physical trim by 
daily horseback rides; while Mr. Gladstone was able, at a ripe 
old age, to perform enormous mental work by the physical 
stamina which he maintained by cutting down trees in his park. 

There is not a boy in the land, and certainly not a Pioneer, 
who is not eager and anxious to have a healthy, strong body. For 
health means "pep" and to be a real winner one must have "pep." 

"But do not expect to have health without effort. Nothing in 
this world worth anything can be had without paying for it in 
time and effort. Health is the prize of constant struggle." "The 
glory of a young man is his strength." To have health does not 
necessarily mean that one must develop great, heavy muscles. It 
is quality of muscle, not quantity, that a boy should be interested 
in. Nature, knowing how important it is for us to be healthy, 
has packed full of fun all the things which will help us to be strong 
and well. All sorts of out-door games and such events as hikes, 
camps, canoeing, swimming, and many others, are all fun and 
great health-givers. Fresh air, sunshine, and exercise are the 
best medicines in the world and they are cheap. Use them freely. 

We must not get the idea, however, that we find health only in 
play, for there is also health in work, when it is entered into with 
real zest and when there is a consciousness that it has been well 
done. We should build for ourselves in boyhood such a store of 
health and physical energy that all our work in the world will be 
but serious play. Our bodies are the houses in which our souls 
live. Let's build such a good house while we're at it that our souls 



PHYSICAL TRAINING PROGRAM 23 

can be wonderful, happy, comfortable souls all our days, and 
let's not have to be taking "time off" to patch and repair and 
make over that house every now and then. If we are ambitious 
to do great things in the world, and of course every Pioneer is, 
then let's be very much in earnest about getting into the game 
ourselves. "Sitting in the grandstand" will not help much to 
develop health and vigor. 

The Christ was a wonderfully healthy boy and consequently 
a man with a splendid physical body. You don't hear anywhere 
of His being sick. He simply radiated health wherever He went. 
It made people better to just look at His trim, well-built, sym- 
metrical body. He could walk long distances and required a very 
small amount of food. He could lie down and sleep anywhere 
with a stone for a pillow. What an impression He made that 
day when, single-handed, He drove the mob of peddlers and 
money-changers from the temple, upsetting their benches and 
driving out their sheep and goats. No man resisted Him. They 
were afraid. His was a powerful personality. He was able to 
back up His convictions with His splendid physical body. A 
coward is usually a weakling. "My son, despise a yellow streak" 
is good advice, and one of the best ways to be sure there is no 
"yellow streak" is to build for yourself a splendid, healthy body. 

Most of us have healthy bodies. We inherit them from our 
parents. Our part of the task is to keep them healthy and further 
develop them so that, in turn, we too may pass this wonderful 
heritage of "sound body, mind, and soul" on to our children. 

Good health means happy, joyous lives, filled with unselfish- 
ness and good will toward all. Evil thoughts, selfishness, malice, 
and envy, along with anger and hate are poisons to health. They 
cannot live in a physical house such as Jesus developed for His 
soul. 

Note 

// you have had Boy Scout training or have been identified with 
any similar organization, your Leader will grant you full credit for 
all the work you have done in that organization that corresponds to 
the tests required in this Program, whether in regular activities or on 
special Merit Badges, provided you have taken the same under a 
registered or competent Leader within a reasonable period. 



24 HANDBOOK FOR PIONEERS 

I. HEALTH HABITS 

A great many of the things we do and say and think over and 
over again, become habits. Our lives are full of habits — good 
habits, and, unfortunately, sometimes bad habits. Most bad 
habits begin as carelessness. It's just as easy to form good habits 
as bad habits. "Have your habits fighting for you, instead of 
against you." So put into your life only the habits you wish to 
keep. Health is the result of good habits. Good posture can 
become a habit, cleanliness can become a habit. Temperance in 
all things can become a habit. Bathing, and cleaning your teeth, 
and being cheerful, along with a hundred other desirable things, 
can all become habits, so that we do them without thinking about 
them. Remember this— most of a man's habits are formed while 
he is a boy. One of the surest ways in the world for you to pro- 
vide health for your old age, then, is to build strong health habits 
while you're a boy. 

If you want to keep fit and strong and feel the joy of living, 
regular bowel habits are of the greatest importance. "Keep your 
bowels open" is one of the mottoes every Pioneer should accept 
and carry out. By taking the initial letters of these words, thus 
"Kybo," you may get a word to remind you of this important 
function of the body, which may be used without offense. Sug- 
gestions about ways to overcome constipation are given in the 
chapter on "Health and Endurance." Learn to keep clean inside 
as well as out, if you wish to be your own self. 

Clean teeth are very necessary to good health. It takes but a 
brief time every day to give the teeth all the care they need. 
They should be cleaned the last thing each night before you go 
to bed and in the morning before breakfast. 

HEALTH HABITS Total Credits— 150 

REQUIRED TEST— Maximum Credits— 90 

Make at least six of the following daily habits of life : 

1. Fixed hour for rising and retiring, allowing nine hours 

sleep with windows open. 

2. Drinking one glass of water on arising. 

3. Cleansing the teeth. 

4. Regular exercise. 

5. Bath twice a week. 



PHYSICAL TRAINING PROGRAM 25 

6. Daily bowel movement at regular hour. 

7. Evidence of care in personal appearance. 

8. Temperance in sweets, sodas, ice cream, etc. 

Grade for posture and cleanliness, as follows: 
Excellent— 30 credits. 
Good — 20 credits. 
Fair — 10 credits. 

Elective Tests — 20 credits each up to 60 

1. Attend an educational talk or discussion, or read a book 
on: 

The Value of Good Habits (first year). 

Authoritative Physical Effects of Tobacco (second year). 

Some Modern Facts about Alcoholic Drinks (third year). 

2. Sign the following agreement each year — (20 credits each 

year) : 
"I will endeavor to live out the principles of clean speech, 
clean sports, and clean habits for at least one year." 

II. CAM PC RAFT 

"Say," said one Pioneer to another, "I'd rather have a pair 
of wieners cooked on the coals of a campfire, with real roasting 
ears baked Indian style for dessert, than the best turkey dinner 
mother ever made." Every boy loves to camp and every boy 
ought to camp, if for only a brief period each year. Now when 
you say camping to some boys they at once think of a great 
wagon-load of all sorts of equipment, a small grocery store, and 
a guide or two. That is only one sort of camping and not many 
Pioneers will have such an opportunity. Another sort is where 
two or two dozen boys and a Leader can go camping with a very 
simple, often home-made equipment, and even carry food, 
blankets, and clothing, if necessary. A real camper knows the 
art of "smoothing it with rough things." Campcraft is in knowing 
how to make nature supply most of your wants. A camp may 
be one day or a month in length, that is not so important; but 
two things are important: Be sure to take with you a lively 
imagination and a large package of unselfishness. More camps 
are a failure because these two inexpensive necessities are for- 



26 HANDBOOK FOR PIONEERS 

gotten than for any other reason. With them you can camp on a 
vacant lot, along a small stream, in a wood-lot, on a mountain, 
or far in the wilderness, and have a profitable time. Some one 
has said that "the ideal life for a boy is not in the city, for he 
should know of animals, rivers, plants, and that great out-of-doors 
that builds for him a strong foundation for later life." It is for 
that very reason that the campcraft tests are a part of the 
Pioneer's program. If there is a will there is a way, for the will 
will make a way. If you cannot learn to be a campcrafter one 
way, do it another. It is a very real and worth-while part of a 
boy's life. 

CAMPCRAFT Total Credits— ioo 

REQUIRED TEST— Maximum of Credits— 50 

Take at least one six-mile hike into the open country, build 
suitable fire, and cook acceptably meat, potatoes, and cocoa. 

Elective Tests — 25 credits each up to 50 

1. Attend an educational talk or discussion, or read a book 
on: 

How and What to Eat on Hikes (first year). 
Practical Campcraft for Boys (second year). 
Things to Remember in Choosing a Camp Site, or 
The Benefits of Camping (third year). 

2. Sleep in the open air, on sleeping-porch, or under canvas, 
at least three nights in a given season. 

3. Demonstrate how to build a cooking fire, a smudge fire, 
an all-night fire, and tell the best sorts of wood obtainable for 
each in your section. 

4. Demonstrate fire building with fire drill or rubbing 
sticks. 

5. Describe three poisonous snakes of the United States and 
give range of each. 

6. Tie, name, and give the common use for ten standard 
knots. 

7. Build, or describe with sketches, a sanitary camp latrine 
and explain two ways of disposing of garbage. 

8. Build a shelter, shack, or shanty to protect at least three 
persons from the weather. 



PHYSICAL TRAINING PROGRAM 27 

III. TEAM GAMES 

Every Pioneer should be a member of a team. There are 
enough sorts of team games played by boys today so that any 
fellow can play the game he likes best. In England every boy 
plays the game instead of just developing a crack team from the 
whole group, as we have done for so many years in America. 
"Play the game," ought to be every Pioneer's slogan. Young 
children play by themselves better than on a team, but when a 
boy reaches the Pioneer age he is ready to play on the team. 
Team play differs from playing alone in many ways. In the 
first place, a boy must make the team. That means constantly 
endeavoring to become a more efficient player. He must learn 
to be a good loser as well as a good winner. No team is ever 
proud of a poor loser. He must learn to sacrifice his own glory 
for the glory of the team. Playing to the grandstand, to the 
detriment of the whole team, is a serious offense in good sports- 
manship. He must control himself — a team will not tolerate a 
boy who is constantly "flying off the handle" or "getting sore." 
Team play is where a boy learns many of his first lessons of 
citizenship and cooperation. 

TEAM GAMES Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Show reasonable proficiency in at least two team games, such 
as baseball, football, soccer, volley ball, hockey, and participate 
at least eight times in team games, showing self-control, gentle- 
manly conduct, and good spirit. 

Elective Test — 25 credits each up to 75 

1. Write or tell in 200 words: What I Get Out Of Team 
Games. 

2. Write or tell in 200 words: How to Keep Physically Fit. 

3. Belong to an athletic team competing for a city or county 
championship. 

4. Give evidence that you have studied at least one of the 
latest official guides, on either 

Baseball, Basket Ball, Volley Ball or Football. 



28 HANDBOOK FOR PIONEERS 

IV. GROUP GAMES 

Group games have much the same value to a boy that the 
team games have; on the other hand, they fill a place that team 
games cannot fill. They are largely played without equipment 
and without gymnasium or athletic field. They may also be 
used indoors or outdoors and played night or day. Besides their 
undoubted physical value, they also have a social value. Every 
Pioneer should know group games. They come so handy when 
a group is together, whether on a hike, or in a camp, or on a 
vacant lot, the school ground, or even in the school room. The 
boy who can teach the others a new game is always in demand. 

There are always some boys who, for some reason or another, 
cannot enter into intense team games. Stronger boys should 
always remember this fact. Group games, then, fill an important 
place in such boys' lives. Learn to play group games and observe 
all the rules of a real sportsman, just as you would if you were 
representing your school or town on a representative team. 

GROUP GAMES Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 90 

Know and play at least ten different group games. (See Chap- 
ter XV, this Manual). 

Elective Tests — 30 credits each up to 60 

1. Be able to teach at least six group games to boys. 

2. Acceptably conduct an evening of group or mass games 
for your group or some other, using at least eight games. 

3. Bring two acceptable new games not already used by 
your group, and teach them how to play them. 

4. Read the whole of Chapter XV on Group Games. 



V. AQUATICS 

Every Pioneer should know how to swim. Instruction in 
swimming and life-saving should be a part of every American 
boy's education; first, from the point of view of safety, and sec- 
ond, because it is an ideal form of physical exercise. A good 
swimmer is most times a splendid type of boy physically. 



PHYSICAL TRAINING PROGRAM . 29 

Thousands of lives are lost annually by drowning, and at least 
a goodly proportion of these losses would be prevented if the 
knowledge of this great art of swimming and life-saving were 
more generally known. Every Pioneer owes it to himself and 
to his country to be ready and capable of rendering aid in case of 
drowning. One never knows when he may be called upon to put 
his courage and heroism to the supreme test of rescuing another. 
To save a human life from drowning is one of the greatest acts 
of service that any boy can perform. Therefore, do not fail to 
make the most of every opportunity to learn to swim or to 
improve your strokes. It is also very much easier to learn to 
swim when you are Pioneer age than at any other time. A few 
well-directed lessons will most times give you the necessary 
start. Boys who can swim should feel a responsibility for teach- 
ing those who can not. 

The aquatic tests are arranged so that you may earn credits 
from the time you really begin to swim, but do not be content 
until you have completed the entire test. You can then render 
invaluable service by aiding in giving the tests to other boys in 
your own or some other group. 

AQUATICS Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 50 

Be able to dive into the water and swim at least fifteen yards. 

Demonstrate at least three methods of rescue and release as 
given on page 146. 

Elective Tests — 20 credits each up to 100 

1. Swim on the back 15 yards. 

2. Scull on back (using hands only). 

3. Tread water half a minute. 

4. Swim 40 yards. 

5. Plunge for distance of 20 feet. 

Dive from surface and bring up object from bottom in 
reasonable depth. 

6. Teach one boy to swim 10 yards. 

7. Demonstrate three methods of rescue and release in the 
water. 



3 o HANDBOOK FOR PIONEERS 

8, Demonstrate Schafer method of resuscitation. 

9. Tow person of rescuer's own weight 20 feet. 

10. Swim 100 yards using crawl, breast, back, and side over- 
arm stroke. 

VI. ATHLETICS 

All Pioneers will, of course, be tremendously interested in the 
various field and track meets that are annually conducted by 
various organizations in their locality. Such events provide 
worth-while activity as well as stimulate many desirable qualities 
in a growing boy, such as alertness, courage, and self-reliance. 
In years gone by track and field athletes always competed pri- 
marily against another fellow. The new and better way is to 
challenge every Pioneer to beat his own best previous record 
and to measure up to an all-round field and track standard, 
instead of becoming a "stunt artist" in any one event. Bear in 
mind that Pioneers are seeking all-round development, not 
honors. Read all the following paragraphs on track athletics 
carefully. The grouping, events, and scores will all become per- 
fectly clear to you in that way. 

Basis of Grading for Athletic Events 

The weight classification has been chosen because it is the 
most simple, conforms to existing efficiency tests, and is most 
practical for the Leader. The following is the weight classification : 
Class I. 60 to 80 lbs. inclusive 80 lb. class. 

Class II. 80 to 95 lbs. inclusive 95 lb. class. 
Class III. 96 to no lbs. inclusive no lb. class. 
Class IV. in to 125 lbs. inclusive 125 lb. class. 
Class V. 18 years and under 

Weight unlimited unlimited class. 

In rare instances there are boys who are handicapped by a 
straight weight classification, for instance, a boy twelve years 
old weighing 120 lbs. would be outclassed in the 125 lb. class. 
There are a few boys who are given an undue advantage. A boy 
seventeen years old weighing 100 lbs. would outclass any boy of 
fourteen or fifteen in the no lb. class. In competition with other 
groups, the straight weight classification should be followed but 
in competition within the group, the Leader, with the consent of 



PHYSICAL TRAINING PROGRAM 31 

the group, could make exceptions of these boys and grade them 
according to the following averages and classifications. 

A summary of study of the average weight of 67,987 boys in 
the United States gives the following results for the varying ages : 

12 years — 69.8 lbs. 15 years — 91.4 lbs. 

13 years — 75.2 lbs. 16 years — 11 1.9 lbs. 

14 years — 82.3 lbs. 

These averages, applied, result in the following age and weight 
classification which may be used : 

Class I. Boys 12 years, irrespective of weight. 

Boys 13 years, under 81 lbs. 
Class II. Boys 13 years, 81 lbs. and over. 

Boys 14 and 15 years, under 96 lbs. 
Class III. Boys 14 and 15 years, 96 lbs. and over. 

Boys 16 and 17 years, under in lbs. 
Class IV. Boys 16 and 17 years, in lbs. and over. 
Class V. Boys 18 years, irrespective of weight. 

ATHLETICS .Total Credits— 200 

ATHLETIC EVENTS SUMMARY 
Each event counts a maximum of 20 points 

Total, 10 events 200 points 

Class I Class II 

60 to 80 lbs. inclusive 81 to 95 lbs. inclusive 

80 lbs. Class 95 lb. Class 

1. One Lap Potato Race 1. One Lap Potato Race 

*2. Three Lap Potato Race *2. Four Lap Potato Race 

3. 50 Yard Dash 3. 75 Yard Dash 

*4. 75 Yard Dash % 100 Yard Dash 

5. Standing Broad Jump 5. Standing Broad Jump 

*6. Pull Up — Four Times *6. Pull Up — Five Times 

*7. Running High Jump *J. Running High Jump 

8. Running Broad Jump 8. Running Broad Jump 

*9. One Day Hike — *9. One Day Hike — 

Eight Miles Ten Miles 

*I0. Century Hike — 100 *io. Century Hike — 100 

miles in one year miles in one year 

11. Baseball Throw 11. Baseball Throw 

The six starred events are required events. Participants may 
pick four of the remaining five to make ten events. 



32 



HANDBOOK FOR PIONEERS 





C7ass i77 


Class IV 


96 to no lbs. inclusive 


in to 125 lbs. inclusive 




no lb. Class 


125 lb. Class 


1. 


Two Lap Potato Race 


Two Lap Potato Race 


*2. 


Five Lap Potato Race 


Six Lap Potato Race 


3- 


75 Yard Dash 


100 Yard Dash 


*4- 


100 Yard Dash 


220 Yard Dash 


5- 


Standing Broad Jump 


Standing Broad Jump 


*6. 


Pull Up — Six Times 


Pull Up — Seven Times 


*7- 


Running High Jump 


Running High Jump 


8. 


Running Broad Jump 


Running Broad Jump 


*9- 


One Day Hike- 


One Day Hike— 




Twelve Miles 


Fourteen Miles 


*IO. 


Century Hike — 100 


Century Hike — 100 




miles in six mos. 


miles in six mos. 


n. 


Baseball Throw for 


Baseball Throw for 




Distance 


Distance 


12. 


Shot Put 


Shot Put 



Class V 

Weight unlimited 
18 years and under 
Unlimited Class 
1. Three Lap Potato Race 
*2. Eight Lap Potato Race 
3. 100 Yard Dash 
*4. 220 Yard Dash 
5. Standing Broad Jump 
*6. Pull Up— Eight Times 
*7. Running High Jump 
8. Running Broad Jump 
*9. One Day Hike — 
Eighteen Miles 
*io. Century Hike — 

100 Miles in 6 Mos. 

1 1 . Baseball Throw for Distance 

12. Shot Put 

The six starred events are required. Participants may pick 
four of the remaining six to make ten events. 

Full scoring tables are given in the chapter on Track and 
Field Athletics, page 99. 



PHYSICAL TRAINING PROGRAM 33 

VII. PHYSICAL EXAMINATION 

You will remembers that under "Health Education" and also 
under "Health Habits" we referred to the human body as a won- 
derfully constructed and perfectly adjusted machine. Automo- 
biles, adding-machines, and fine watches are kept in first-class 
running order by having experts look them over carefully at 
stated intervals. Prevention is better than cure. "First a squeak, 
then a rattle, then a garage bill," is the way it goes with an auto- 
mobile. It's the same with the human machine. First an ache, 
then a pain, then a sick spell. Oftentimes, these trained experts, 
looking over a fine machine, can make suggestions about the way 
you are using the machine that will save you not only money 
but time and patience. So it is with a physical examination. We 
go once every six months to have our teeth examined; why not 
have our whole physical machine looked over at the same time? 
In this way many bad tendencies are discovered in time to cor- 
rect them. Most physical disabilities develop very slowly, so 
slowly that we are entirely unconscious of them until something 
breaks. A thorough physical examination once a year would 
make this impossible. Most doctors prefer to keep people well 
rather than to doctor them after they are sick. 

A very careful yet simple blank has been devised for this 
examination. These should be carefully studied by your parents 
and kept from time to time as a record. The concrete suggestions 
made by the examiner should be given careful consideration by 
your parents. 

PHYSICAL EXAMINATION Total Credits— 100 

REQUIRED TEST 

Have a thorough physical examination by a reputable doctor, 
approved by your Leader, using blank provided for same at end 
of the book. 

Award credits as follows: Fair Physical Condition 50 credits. 
Good " " 70 " 

Note A-i " " 100 " 

A boy should be reexamined physically each year, preferably at 
the time of the annual granting of chart honors. Use blank sug- 
gested at the end of the book. 



CHAPTER IV 

THE DEVOTIONAL TRAINING PROGRAM 
AND ACTIVITIES 

"Jesus advanced . . . in favor with God" — Luke 2:52. 

Some young boys no doubt believe that religion is only for 
Sunday — one day a week provided for all folks, including boys, 
to be good — but that everybody gets so busy the rest of the week 
they forget all about religion until it is time to study the Sunday 
school lesson again on Saturday night. 

As they grow older they learn that this is a wrong idea — com- 
pletely wrong — for they discover that religion is not only what 
one believes about God and His Son, Jesus Christ, or how one 
behaves on Sunday, but that it is how one acts at all times, in 
all places, and under all circumstances, whether there is any one 
looking or not. A boy has no more religion than he acts out in 
his daily life, no matter where he goes to Sunday school. They 
also learn that Christianity, instead of being a lot of hard, diffi- 
cult things to understand, is simply an ideal way of living repre- 
sented to us by Jesus Christ. All life is religious. True religion 
is one of the things no boy can afford to be without, for he can no 
more build a complete, well-rounded life without it than a con- 
tractor can build a brick house without brick. True religion is 
what makes life sacred and worth while. We would all be wild 
animals without it. 

A white man, traveling through a country where the natives 
had some years before been cannibals, found one of them studying 
a little copy of the New Testament. The traveler — an unbeliever 
in any religion or in a God — sneered at the native and asked why 
he wasted his time reading such a book, advising the native that 
it had never done him any good. The islander looked at him in 
great surprise and replied: "If it never did you any good before, 
it has today. If it were not for the things we of this island have 
learned about a different way of living from this Book, we'd have 
you in a pot cooking for dinner at this very minute." 



DEVOTIONAL TRAINING PROGRAM 35 

You would not want to live in a heathen land. It is true relig- 
ion that has made the sort of life we have in America possible. 
We must have churches and we must use Sunday as God meant 
it to be used — a special day on which to get together and study 
about Him, so that we can live Jesus' way all the week. It would 
be difficult to find in all modern history the names of any men 
who really achieved greatness who were not intensely loyal to 
the Church and its services. From their church life they have 
gained inspiration for their greatness. Here they enjoyed those 
spiritual privileges and blessings which were the secret of their 
power and usefulness. 

The visit of Jesus to the temple when He was twelve years of 
age was the greatest event in His boyhood. It was at this time 
that He was admitted into the full privileges of membership in 
the Jewish Church. So may Pioneers, as they come to that 
period of life when they are able to choose for themselves, be 
expected to learn about and respond to the opportunity to follow 
Jesus in this step also by entering freely into the privileges of 
their membership in the Christian Church. 

Note 

If you have had Boy Scout training or have been identified with 
any similar organization, your Leader will grant you full credit for 
all the work you have done in that organization that corresponds to 
the tests required in this Program, whether in regular activities or 
on special Merit Badges, provided you have taken the same under a 
registered or competent Leader within a reasonable period. 

I. PUBLIC WORSHIP 

Everybody worships. In all countries of the world, among all 
peoples of the world, men worship. When Helen Keller, blind, 
deaf, and dumb, was told by her teacher about God, she said, 
"Oh, I knew Him all the time, but I didn't know His name." 

So worship is natural to us all and prayer is one of the customs 
found in all countries amid all people. It is perfectly natural for 
a little child to pray. A strong man in the fullness of his mature 
powers also feels his need of God and his dependence upon Him. 
And the Pioneer certainly needs to come close to God and to 



36 HANDBOOK FOR PIONEERS 

realize that God is his Friend, that God has a plan for his life and 
is ready to help him to carry out that plan. 

And because little children, their bigger brothers and sisters, 
their mothers and fathers, and everybody else in a community 
has this same need of God, and this same ability to know and love 
and serve Him, what is more natural than that they should come 
together in a common service of worship? So we have erected 
church buildings. In these prepared places we assemble for 
worship, and through hymns and prayers, through Bible reading, 
and inspiring talks and sermons, we are led to feel God very near 
to us. Probably no other agency can bring Him so close to us or 
with the same directness as does the church of our choice. 

Every Pioneer should early form the habit of attending church 
worship with as much regularity as possible. You may not always 
understand all the sermon, but there are always many things 
that you can understand and appreciate. The quiet hour of just 
thinking of God is worth while. The music is worth while. It is 
worth while just to mingle with the Christian folks of your com- 
munity. It is worth while just to let God come into your life in 
that quiet, helpful way. 

PUBLIC WORSHIP Total Credits— 200 

REQUIRED TEST— Maximum of Credits— 150 

Attend regular Sunday church worship, participating in service 
— 2 credits for each service attended up to 100 credits. 

Volunteer some definite service to your Pastor, involving at 
least eight hours — 50 credits. 

Elective Tests — 25 credits each 

1. As an act of worship, aid the church in distributing food, 
clothes, and so forth to poor at Thanksgiving, Christmas, or 
other occasions. 

2. As an act of worship, deliver church calendars or notices 
or collection envelopes, involving at least eight hours' service. 

3. Memorize 

Five standard church hymns, and Scripture as desig- 
nated by your Leader. 



DEVOTIONAL TRAINING PROGRAM 37 

II. GOD IN NATURE AND ART 

We were sitting around a camp fire one night after a good day's 
tramp and, because it was an unusually clear night, the stars 
were very brilliant. We fell to talking about them, and from 
them, to the God that made them. 

"What's God doing now?" asked one boy who had been 
especially impressed. 

"Working, of course," was the reply. "Have you never seen 
God at work in His world?" God is in every beautiful thing. He 
tints the flowers and perfumes them. He paints the sunsets. He 
gives the birds their songs. He is as busy as can be making the 
world a beautiful place and very often He uses men to help Him, 
by inspiring them to paint beautiful pictures or compose wonder- 
ful music or to write magnificent poetry. The beauty in the 
world does not just happen. It is the handiwork of God. Every 
boy should appreciate the beautiful wherever he finds it, whether 
in nature, music, art, or poetry. These tests are provided to 
stimulate you to find God in every lovely thing. 

NATURE AND ART. Total Credits— 100 

NO REQUIRED TEST OFFERED 

Elective Tests — 20 credits each up to 100 
Make different choices each year. 

1. Nature 

Attend an educational talk on : 

a. The Making of the Earth. 

b. The Story of the Stars. 

c. The Development of Plant and Animal Life. 

2. Music 

a. Identify five standard hymns or pieces of classical 

music by ear. 

b. Take lessons six months on some musical instru- 

ment. 

c. Attend a high grade concert by an orchestra or a 

choir that will render some famous oratorio. 



3 8 HANDBOOK FOR PIONEERS 

3. Art 

a. Name two kinds of architecture and describe 

differences. 

b. Name five pieces of classic statuary. 

c. Visit an art gallery of at least 100 pieces — note the 

special things that appeal to your higher nature. 

4. Poetry 

a. Recite one standard poem. 

b. Recite Psalm 1:1-6; 23:1-6; 19:1-14; 8:1-8. 

III. CHURCH SCHOOL LOYALTY 

Every Pioneer, of course, has already determined to play the 
game, not just a part -of it but all of it. However, no boy can 
really play the game unless he knows the rules. One of the big- 
gest jobs any boy has on hand is just "learning the rules" to the 
game of life. To this end he goes to public school through the 
week to study the rules of arithmetic and algebra and science; at 
other times he goes to the church school to learn the rules of 
conduct. He learns the basket ball, football, and hockey rules by 
listening to the coach and the. captain. If a boy endeavors to 
play football without knowing the rules, he is certain to make 
many bad mistakes that are bound to embarrass him and be 
costly to the team. If he fails to go to school and never learns 
the rules of business and commerce, he must remain an office boy 
all his life because he does not know how to play the game. The 
Bible is God's Book of Rules. The best "players" for centuries 
have studied that Book diligently and carefully. The better we 
know and understand His rules for our lives, the better we are 
going to live and the happier we are going to be. It is worth while 
for every boy who is going to make his life count for good, to be a 
regular attendant and participant in the church school study and 
activities. 

CHURCH SCHOOL LOYALTY Total Credits— 200 

REQUIRED TEST— 150 credits 

Attend your church school regularly — 3 credits for each atten- 
dance up to 150 credits. 



DEVOTIONAL TRAINING PROGRAM 39 

Attitude toward your class work (study of lesson and your co- 
operative spirit) — 25 credits. 

Assume some definite class or church school responsibility, 
covering a three months' period and requiring four hours' work, 
to the satisfaction of your Leader (namely, such tasks as serving 
as class or departmental officer or on a working committee) — 
25 credits. 

Elective Tests — 25 credits each 

1. Secure at least one new member for your church school. 

2. Assist in church entertainment, social, or picnic, involving 
at least three hours' service. 

3. Assist in a definite piece of service, to the extent of four 
hours, for any of the church organizations, such as the setting 
up of banquet tables, decorations, moving chairs. 

IV. KNOWLEDGE OF THE BIBLE 

How much do you know of the greatest book in the world? 
That is a very fair question. When the first divisions of our 
American Army were ready to sail for France, President Wilson 
wrote them a brief, pointed letter of suggestions. One of the 
first things that he suggested in that message was that every 
soldier should not only take with him, but take time to read and 
study, the great Guide Book. Bibles into the hundreds of 
thousands were asked for by our soldiers in every great camp, in 
order that they might use their spare hours to study its contents. 
The outstanding successful men, %oth of our times and times 
past, have been men who had a working knowledge of the Bible. 
It has been translated into every language under the sun. It is 
read and studied and loved by men of every race and color. It is 
undoubtedly worth your while to take as much definite Bible 
study as you can get, both in the church school, in your home, at 
your midweek meeting, at the summer camp, and in other places. 
Be familiar with the greatest book of all time. 

KNOWLEDGE OF THE BIBLE Total Credits— 100 

REQUIRED TEST— Maximum of credits— 50 
Ability to turn readily to a given chapter and verse — 20 credits. 
Tell your group who is your favorite Bible hero and tell ex- 
plicitly why — 30 credits. 



40 HANDBOOK FOR PIONEERS 

Elective Tests — 25 credits each 

1. Take a course of study on the Life and Teachings of 
Jesus. 

2. Take a course on Old Testament Heroes. 

3. Take a course on Early Christian Leaders. 

4. Write in your own words a designated portion of the 
Sermon on the Mount. 

V. STORY OF CHRISTIANITY 

Christianity is a way of living. The Muhammadans have a 
way of living, savages have a way of living, and heathen nations 
have a way of living. Christianity is the way Jesus lived, and 
the story of how the world has gradually accepted His way of 
living is one of tremendous interest. 

He established the Church while He was here on earth to teach 
folks this way of living. The story of Christianity tells of how 
Jesus' way of living has gradually changed the whole world. 
Paul was the first great missionary that went into foreign lands 
to tell other people than the Israelites of the advantages of living 
Jesus' way. The story of his adventures alone will thrill any red- 
blooded boy. From those journeys, churches sprang up by the 
score and spread to all parts of the known world, resulting in 
schools, hospitals, and the spreading broadcast of the good news. 

So on through the centuries Christian living has become more 
and more widely accepted, ui(|il today there are hundreds of mil- 
lions of Christians and whole nations are being called Christian 
nations, because they are endeavoring to live out in everyday 
relationships the teachings of Jesus. Savages have become 
civilized. Slums have been cleaned up. Disease and ignorance 
have been banished ! It is a marvelous story that every boy should 
know. 

This Program provides a series of studies that will give every 
boy who uses it a very much better idea of just what Christianity 
really has accomplished and is accomplishing in the world. 

STORY OF CHRISTIANITY Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 
Tell your group in story form: 



DEVOTIONAL TRAINING PROGRAM 41 

Some specified chapter out of the big story of Christianity 
and tell why you chose that particular part or 

Tell your group what the coming of Christianity has meant 
to some special country such as: Korea, China, India, Africa. 
Be explicit. 

Elective Tests — 25 credits each 

1. Take a course of study on Christian Heroes. 

2. Read the life of some outstanding leader in your particu- 
lar branch of the Church. 

3. Attend a stereopticon talk on The General Story of 
Christianity. 

VI. MY CHURCH AND I 

Would you care to live in a community where there were no 
churches at all? Would you want to live in a community where 
churches were forbidden? Certainly you would not. We all 
recognize that the home has a place in every community. Homes 
are built and protected and encouraged because they fill a very 
definite purpose that no other place can fill. The same is true of 
our schools. They are provided at tremendous expense because 
they are essential to the welfare of the nation. The Christian 
Church, too, has a very definite purpose. Every growing boy 
should understand clearly what that purpose is. If he once 
comes to understand clearly just what the work of the Church is 
in the world, he will be eager and anxious to associate himself 
with others to get that work done. This Program provides that 
every Pioneer shall listen to at least four talks during the year 
on the work and purpose of the Church. These are provided to 
make you a more intelligent Christian. Don't miss a single one 
of them. 

MY CHURCH AND I Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Take a course of study on the following topics (or attend a 
series of talks by your Pastor or some one delegated by Leader 
which will include the following) : 

a. Why Have a Church? 

b. The Place of the Church in a Boy's Life. 



42 HANDBOOK FOR PIONEERS 

c. A Boy's Right Attitude to the Church. 

d. What Being a Christian Really Means. 

Elective Tests — 25 credits each 

1. Give five reasons, before your group, why a boy should 
become a church member. 

2. Attend the regular Pastor's class through one series of 
talks. 

3. Contribute regularly to the Church and to benevolences. 

4. Do some specific piece of service for your church, such as 
suggested by Pastor or Leader. 



VII. DAILY DEVOTIONS 

Public Worship, Church School Loyalty, and the other portions 
of the Devotional Training Program are tremendously important 
but not enough. The Indian started each day by turning to the 
rising sun and thanking the Great Spirit for a new day with 
health and strength. Study the life of Jesus and you will soon 
discover that He had His daily devotions. He went "apart, alone 
to pray." He not only started the day right by being thankful 
for a night of rest, but He was anxious to know what His Father 
wanted Him to do that day and He felt the need of strength and 
courage with which to meet that day's problems. Even boys 
have problems in their lives that need to be met in just that 
spirit. 

General Gordon's almost magical influence arose from his con- 
stant conference with his Heavenly Father. When he was in the 
Soudan he never hesitated to place outside his tent the white 
handkerchief which meant, as all men know, that he was at 
prayer, and that during that sacred hour when he was alone 
with God, he must not be disturbed. We need God's help to 
meet temptations; every day we have work to do for our Heav- 
enly Father; every day we need to be true, loyal, kind, helpful, 
and we shall find strength for all of this if we will honestly and 
earnestly pray for it. We don't try to lay up on Sunday such a 
supply of food that we can do without our meals for all the rest 
of the week. We eat our meals every day, because we need 



DEVOTIONAL TRAINING PROGRAM 43 

strength every day. So every day we need to pray, for every day 
we need God's help. 

And as through prayer we talk to God, so through the Bible 
God talks very directly to us. It is a habit that will be of im- 
mense help to us, to read a chapter from the "Guide Book" every 
day. If you find it possible to do this in the early morning before 
you leave your room, you will find it a splendid preparation for 
the day. You see, there is likely to be very little opportunity for 
you to be alone during the day, except in the morning when you 
first get up and at night when you are going to bed, so you will 
do well to use both of these times for a few moments of earnest 
prayer. Don't suppose you are too busy to indulge in such help- 
ful things. Great business and professional men the world over, 
whose lives are crowded with great problems, take time to talk 
with the Guide and study the Rules every day. 

DAILY DEVOTIONS Total Credits— 200 

REQUIRED TESTS— Maximum of Credits— 150 

Give time regularly to daily Bible reading and prayer. (Any 
standard book of Bible stories may be used in place of the Bible 
if preferred, or the use of any religious book prescribed by your 
Leader, 0: 
ceptable.) 

Elective Tests — 50 credits each 

1. Attend an inspirational talk on: 

The Value of Daily Devotions (first year). 
What Is Worship? (first year). 

2. Worship, a Universal Need (second year). 

3. Christ as a Boy's Comrade (third year). 



CHAPTER V 

THE SERVICE TRAINING PROGRAM 
AND ACTIVITIES 

"Jesus advanced . . .in favor with . . . men" — Luke 2:52. 

The War has turned every city and hamlet in America into a 
sort of big family. We have learned how to do things together. 
Instead of a lot of teams playing at the same game, we have 
become much more nearly one large team. We have developed a 
local pride in the things we have accomplished together, too. 
Time after time we have gone "over the top" with certain big 
responsibilities, with the boys doing their full part each time. 
We have had no patience at all with any boy who was not whole- 
heartedly American and willing to do, to the best of his ability, 
the thing that would be best for all the community. 

In all good families every member is always very much inter- 
ested in all the things that affect every other member. Brothers 
stand up for each other to see that they get a square deal; or 
they willingly help each other on big tasks, making possible for 
each other special worth-while opportunities. There are very 
many older brothers who work so that their younger brothers 
may go to school, or who help by their earning to send a sister to 
college or to provide music lessons. That is fine. When men 
who have prospered give large sums of money to found schools 
and colleges and hospitals for other members of society, that 
shows that they are broad-minded, unselfish citizens, and that 
they have taken the whole community into their "family." 

A big brother would not be willing to have his sister or mother 
subjected to conditions that are not good or to labor that is too 
heavy or too dangerous. Just so, as a boy grows older, if he is a 
real boy he becomes determined that he will not tolerate these 
bad conditions in regard to any one of the women and children in 
not only his city but in his state or nation, and he uses his vote as 
a full-fledged citizen to that end. All boy activity — school, 



SERVICE TRAINING PROGRAM 45 

athletics, church — is a preparation to make of him an intelligent, 
broad-minded, sympathetic citizen. 

Every boy is sociable. He likes to be with other boys. He 
becomes loyal to his comrades and his gang and that is normal. 
If the gang is a worth-while gang, it is always loyal to the town, 
the state, and the nation. Every Pioneer has begun to be a 
citizen and must expect to share increasingly the community 
responsibilities. 

It will be remembered that the Jewish custom provided that 
at twelve years of age every boy must fulfil all the ceremonies 
which were required of all responsible males. The incident which 
tells us (Luke 2 140-52) of Jesus' going up to the temple with His 
parents, was at the time when He was twelve years of age and 
thus had become a "son of the law." In the verse which closes the 
story of this important visit to Jerusalem we learn that "Jesus 
advanced in favor with men," that is, His relations with all the 
people with whom He had to do were right and acceptable. We 
are told that Jesus in His years at Nazareth, lived in obedience 
to His parents. We see how deep-rooted was His love of home 
and parents, when, even in the agony of His dying moments He 
thinks of His mother and directs the apostle, John, to take her 
to his home. 

Jesus learned the trade of carpentering, and thus was fitted to 
care for Himself and those dependent upon Him. Every boy 
who wants to be socially "fit" must see to it that he prepares him- 
self by his schooling and other experience to earn a living for 
himself and his family. 

Jesus went about doing good. He was always interested in 
others and ready to help them. He was the kind of person who 
attracts and interests people. They thronged around Him dur- 
ing the years of His ministry. They wanted Him to be present 
at the wedding feast at Cana and on many other festive social 
occasions. If we desire to follow Him completely we must 
develop the social side of our natures also, and the tests in Home 
Service, "Help the Other Fellow," and the other sections of this 
portion of the Program are intended to help a Pioneer develop 
this fourth side of his nature, so that he, too, may increase in 
favor with his fellowmen. 



46 HANDBOOK FOR PIONEERS 

Note 

If you have had Boy Scout training or have been identified with 
any similar organization, your Leader will grant you full credit for 
all the work you have done in that organization that corresponds to 
the tests required in this Program, whether in regular activities or on 
special Merit Badges, provided you have taken same under a regis- 
tered or competent Leader within a reasonable period. 

I. HOME SERVICE 

No heritage which a boy can have is worthy to be compared 
with the knowledge of having done all that he could to make his 
father and mother happy and proud during their lifetime. There 
is a story told of a young chap of fourteen, who returning one 
evening from the hay-field, where he had been at work with the 
men since daybreak, found his father waiting for him with a 
request that he go at once to town on a very important piece of 
business for him. Any boy who has lived or visited on a farm 
and who knows what a day's work from "sun-up to sun-down" 
means in haying time, will understand just how that boy felt. 
He was tired and dusty and hungry and it was two big miles to 
town, but the boy and his father had always been pals and the 
tired boy knew from his father's face that some unusual situation 
had arisen which made it absolutely necessary for someone to go. 
"Of course I'll go, Father," said the weary lad. 

"Thank you, Jim," replied the father, a bright smile of relief 
brightening up his face. "I was going myself, but somehow I'm a 
bit excited tonight and do not feel very strong." 

They walked to the gate together, arm in arm. "Thank you, 
my son," said the father earnestly in parting, "you've always 
been a good boy to me, Jim." 

When the boy returned from the village, he found the home 
place alive with excitement. His father, upon returning up the 
path, had dropped dead at the gate. His last words have always 
been a great comfort to that boy: "You've always been a good 
boy to me, Jim." 

There was once a man, the father of four boys and four girls, 
who was always kind and gentle with his children. He very sel- 
dom lost his temper with them except when one of the boys 



SERVICE TRAINING PROGRAM 47 

would treat his sister in a way that was not respectful and 
courteous. The father used to say: "If you cannot be a gentle- 
man with your own sisters, you are quite certain not to be when 
you meet the sisters of others. I want you to elevate your sisters 
in this home so that young men and other persons who come 
here will see that, in your opinion, your sisters are the best in the 
world." Another wise man said, "Be polite — perhaps your family 
won't mind if you practice on them." 

If, as a Pioneer, you believe this program of activities is worth 
while for a boy, one of the very best ways you can prove it is in 
your home relationships. Some one has said : "Tell me what the 
cat and the dog and little mouse in the corner of Tom's house say 
about him, and I'll tell you just what sort of a boy he is." 

HOME SERVICE Total Credits— 200 

REQUIRED TEST— Maximum of Credits— 100 

Give evidence from your parent that your home discipline and 
relationships are satisfactory, using report card to be provided by 
your Leader. 

Elective Tests — 25 credits each up to 100 

1. Accept responsibilities for regular home duties, such as, 
chores, caring for yard, machine, chickens, garden, animals, 
furnace, etc., task to be specified by parent and to represent 
at least four hours' service a week. 

2. Provide some useful article for the home, either of your 
own construction or purchased with money you have earned, 
article to have a value of at least two dollars. 

3. Clean the grounds around the house of all unsightly 
weeds and rubbish and keep it clean for a period of six months. 

4. Remember your mother w T ith a letter or flowers on 
Mother's Day or attend a Father and Son Banquet. 

5. Assist parents ten hours with younger children, super- 
vising play, taking walks, or reading aloud. 

6. Improve the home in some way growing out of your own 
suggestion ; such as an easier way to handle routine or decorate 
a room or build a shelf, furniture, ice-box drain, wood-box, or 
flower-box. 

7. Keep your own room or shop clean and in order for a 
six months' period, or its equivalent. 



48 HANDBOOK FOR PIONEERS 

II. THE OTHER FELLOW 

"In the early days of Ohio a man who was considered a little 
strange in the head and who seemed to have had no particular 
home, spent his time in wandering through the wilds of that new 
country, scattering apple-seeds. Sometimes he would sleep in a 
hollow log or tree and doubtless he often wandered about without 
food or shelter. But he had one object and that was to plant 
apple seed for the good of others until the people named him 
'Apple-seed Johnny' but future generations enjoyed the fruit of 
his labor of love." 

"A certain tallow candle once lay in a drawer when its owner 
took it and began climbing a long, winding stair up into a tower. 
'Where are you taking me?' cried the candle complainingly. 'I 
am going to show big ships their way over the sea with you,' 
answered the owner. 'Why, sir, no ship could possibly see my 
little light,' said the taper. 'Leave that to me,' added the owner 
as he lighted the big lantern and then blew the taper out." 

We can never tell what the result of our little services to the 
other fellow is going to be. On an old gravestone were cut these 
words: "He made his corner brighter." Of the Great Master 
they wrote this simple fact: "He went about doing good." Every 
Pioneer should be alive to every chance to serve the other 
fellow. 

THE OTHER FELLOW Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Render some community service suggested by your Leader and 
make a definite sacrifice in time, money, or labor for someone 
more needy than yourself. 

Elective Tests — 25 credits each up to 75 

1. Report broken culverts, bridges, or dangerous road con- 
ditions to proper authority, and remove nails, glass, etc., from 
public thoroughfares. 

2. Help with other boys of neighborhood in assisting with- 
out charge, to harvest the crop or do needed work of sick or 
disabled neighbor. 



SERVICE TRAINING PROGRAM 49 

3. Contribute at least three dollars, which you have earned 
during the year, to some worthy cause identified with work for 
boys. 

4. Know the exact location of: 

a. Nearest fire alarm to your home. 

b. Nearest fire plug to your home. 

c. Nearest doctor to your home. 

d. The local hospital, telephone office, telegraph 

office, and police station. 

5. Assist in keeping at least one-quarter mile of public road in 
shape, or in some equally suitable service for your community. 

6. Take active part in a city-wide Clean-up Campaign or 
some equally suitable service for your community. 

7. Report to proper authorities undue abuse or neglect of 
children or animals. 

III. THRIFT 

Theodore Roosevelt has said: "The habit of saving money, 
while it stiffens the will, also brightens one's energy. If you would 
be sure that you are beginning right, begin to save." 

Marshall Field, of Chicago, had a recipe for success. It was 
this: "If you would succeed in business, always spend a little less 
than you earn. No matter how small your earnings, you should 
master this art." 

Show me a thrifty boy and I will show you a man who has 
mastered one of the most difficult parts of success. To be thrifty 
does not mean that you are to be stingy. A miser is not neces- 
sarily thrifty. To be thrifty one must spend less than he earns 
to be sure, but it means much more. It means that we shall make 
the most of our abilities to earn and that we shall be spurred on 
to earn more so that we can give more. But thrift means more 
than money. It is quite as important to be thrifty with time as 
with money. Make every day pay by seeing some worth-while 
things accomplished. 

To save your minutes and put them to good use is as impor- 
tant as to save your pennies and invest them well. Both go hand 
in hand. Every boy should start a personal account by keeping 
track of both his time and his money. If half the time that is 



5 o HANDBOOK FOR PIONEERS 

wasted could be turned to good account and half the money 
saved that is squandered by thoughtlessness and lack of system, 
there would be both time and money for every good cause. Be 
thrifty — get the habit. It will take you a long way toward 
success. Paupers and ne'er-do-wells save neither one. 

THRIFT Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Show that each year you are earning, saving, and giving sys- 
tematically, and that you have occasion to do certain necessary 
spending under wise direction. 

Elective Tests — 25 credits 

1. Contribute regularly a definite amount to some good 
cause from funds you have earned. 

2. Show a bank balance of at least ten dollars, all of which 
you have earned. 

3. Show that you have invested at least ten dollars of your 
own earnings in some productive enterprise, such as, garden, 
poultry, or rabbits. 



IV. OBSERVING VOCATIONS 

Hamilton Mabie says that men fail, as a rule, because they 
will not pay the price of the thing they want. They are not 
willing to work hard enough, to prepare thoroughly enough, or to 
put themselves heartily into what they are doing. "Happy is 
the man who has found his work in the world." Choosing what 
you are going to be is a very difficult thing, and yet it is one of the 
very most important matters that ever come to a boy to be 
settled. No boy should ever just happen to be a lawyer or doctor 
or minister. Your final choice should be the result of much study 
and reading and wide observation. The world's work must be 
done. There is an enormous quantity of it and much of it is 
common, often uninteresting, detail. It isn't all adventure or 
excitement, or out where the world can see and applaud. Every 
real boy wants to be the sort of a man that can carry his share 
of the load. It is very important that each man work at the 
thing in which he will be happy and contented and at the same 



SERVICE TRAINING PROGRAM 51 

time at the sort of thing in which he can produce most for the 
world and render the greatest service. 

How can a boy get all of this information? There are many 
ways: by constantly keeping "eye and ear gate" open, by reading 
good books, by asking questions every time you have a chance 
of men in the different vocations, by listening to vocational talks, 
by visiting factories, plants, and mills of various sorts. Find out 
as much as you can of as many lines of effort as possible and then 
as you grow older you will begin to eliminate the ones in which 
you are not interested. Don't choose finally too soon. Gather 
the facts first. The following tests are offered to help you get 
such vocational information as you will need. 

OBSERVING VOCATIONS Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Investigate ten vocations common to your locality and tell your 
group which two interest you most and why. 

Elective Tests — 25 credits each up to 50 

1. Attend a practical talk or discussion, or read a book on: 

The World as a Work Shop (first year). 

Testing the Success of a Man's Life Work (second 

year) . 
Drifting or Rowing into a Life Work (third year). 

2. Carry through to completion to the satisfaction of the 
Leader any one of the projects promoted by the Government 
through its Agricultural Club movement. 

3. Make a list of ten Americans who you think made a suc- 
cess of their vocations, and tell your group why. 

4. Make a list of ten professions and ten trades and check 
the one in each list in which you think you could succeed, also 
the ones that interest you most. Give the reasons for your 
choice. 

V. CITIZENSHIP 

It is a great privilege for any boy to be an American. All true 
Americans are proud of their nation. When war clouds threaten 
or disaster of any kind comes to any part of a great nation, citi- 



52 HANDBOOK FOR PIONEERS 

zens in the unaffected parts generously and with free will share 
what they have — yes, as we have just seen in the World War — 
give all that they have, even their lives, for their beloved home- 
land. A nation is nothing but a large family. Citizenship is the 
right to help to determine the policies and laws of the family. 
When a man becomes a citizen, he also becomes a partner. He 
assumes definite responsibilities. As a member of the family he 
has certain obligations to perform. If all citizens are good citizens 
and do their share, the nation becomes great and continually 
makes possible more and more desirable things for its citizens. 
If its citizens are careless, unreliable, selfish, and uninterested, 
it soon becomes a weak nation. 

One of the very first things a good citizen must learn is loyalty. 
Only as we are loyal to each other, to our city, state, and nation, 
and to ourselves, can we become good citizens. A traitor is the 
most despicable thing in all the world. Boys first learn loyalty 
to their gang, then to their team, then to their school, until they 
come into a real appreciation of citizenship. 

The following tests are offered as a check-up on just what sort 
of a citizen you are. 

CITIZENSHIP Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Give the origin and history of the American flag and explain 
the respect that is due it under different circumstances. 

Elective Tests — 25 credits each up to 75 

1. Name four national holidays, fly the American flag on all 
four days, and tell the true significance of each. 

2. Recite "America" and "The Star-Spangled Banner" (three 
verses). 

3. Know the principal features of the naturalization laws of 
the United States. 

4. Name ten leading citizens of your country and tell why 
you consider them so. 

5. Name the principal officers of your city government and 
tell their major duties. 

6. Name the principal officers of your county and tell their 
major duties. 



SERVICE TRAINING PROGRAM 53 

7. Give the history of the Constitution of the United 
States, and recite the preamble. 

8. Attend an educational talk or discussion, or read a 
book on : 

A State's Duty to Its Citizens (first year). 
A Citizen's Duty to His State (second year). 
American Citizenship (third year). 

VI. WORLD BROTHERHOOD 

The world is becoming more and more a brotherhood. The 
telephone, the wireless, aviation, great trains, steamships, as well 
as the world-wide trading in all sorts of raw material, have 
resulted in all the world's being drawn closer together. In 1859 
it took six months to get from Chicago to California by ox- train ; 
today we go by fast express in three days. It was not long ago 
that a trip around the world consumed a year of time. Now we 
send a wireless message in nine minutes. 

Missionaries and doctors and manufacturers and explorers 
have opened up every country in the world. Even the cannibal 
islands are fast becoming civilized and are accepting Christianity. 

A foreigner used to be an odd sight and a Chinaman with his 
"pigtail" and blue blouse was the cause for a great deal of excite- 
ment, but today we can find thousands of foreigners from every 
land under the sun — many of them often living and working in 
our very own neighborhood — and we are fast learning that after 
all we are very much alike. We eat the same food, breathe the 
same air, and believe in the same Great Father God. And as we 
are coming to know each other better, we are coming to under- 
stand and care more for each other. More than twenty kinds of 
soldiers fought side by side under the Allies' banner in the World 
War — black and white, brown, red, and yellow; men from Africa 
and England and South America and India, from China and 
Portugal, from Japan and Russia, Belgium and France — all 
fighting for the same great cause of freedom and right. The 
world is becoming a brotherhood and the next five years will see 
wonderful things happen. 

These tests are offered, so that you may better understand what 
is going on about you. The War has made you a world citizen. 



54 HANDBOOK FOR PIONEERS 

WORLD BROTHERHOOD Total Credits— ioo 

REQUIRED TEST— Maximum of Credits— 75 

Name at least six of the various races that are now very common 
in America and tell the group some of the splendid characteristics 
of each race named — 50 credits. 

Suggest two ways in which any boy can help promote a better 
feeling of brotherhood — 25 credits. 

Elective Tests — 25 credits each 

1. Take a course of study in your church school or elsewhere 
covering home and foreign missions. 

2. Contribute regularly to the missionary enterprise from 
your own earnings. 

3. Be a party to providing food for some needy family. 

4. Be a party to educating some boy in a mission school. 

5. Follow up a definite piece of missionary work as directed 
by your Leader. 

VII. TRAINING FOR SERVICE 

The other day a policeman arrested a suspicious-looking lame 
old man. The policeman had noticed the old fellow on numerous 
occasions picking up something from the street and putting it in 
his pocket. "What have you in your pocket?" demanded the 
policeman. 

"Why, just some bits of glass," replied the old man, much 
frightened. "I thought the glass might cut some young chap's 
feet. I always do it. I've been a cripple all my life because 
some one carelessly threw a bottle in the street." 

A tiny service, to be sure, but a very important one which 
taught the old man to be constantly on the lookout for something 
he might do for the other fellow. 

Even a horse can be trained to do service. Kosciusko, the 
famous Polish patriot and general, was very benevolent. Sending 
a messenger on a hurried errand upon a certain occasion, he bade 
him ride his own horse. But the man was long gone; returning, 
he explained that his delay was all due to the patriot's horse, for 
the animal had insisted on stopping at every poor hovel and with 
every beggar by the way, as if to give alms to the needy. 



SERVICE TRAINING PROGRAM 55 

Our modern life is only made possible by the millions of bits 
of service that are rendered daily. Every boy should train him- 
self to be of service to others and the community. There are so 
many ways. The following tests are provided, so that every 
Pioneer may know how to do things for others. 

TRAINING FOR SERVICE Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Attend at least five meetings of your group when a Training for 
Service activity is conducted, such as, First Aid, Safety First, or 
Leader's Work. 

Elective Tests — 25 credits each up to 75 

1. Name four kinds of public service that are applicable to 
your community, including two in which boys can participate. 

2. Take part in one such kind of service. 

3. Be elected an officer of your class or club or captain of 
your team or chairman of some service committee. 

4. Show how to make emergency stretchers, splints, and 
how to bandage head, ankle, or hand satisfactorily. 

5. Tell what to do for horses in harness that fall on the street. 

6. Tell in writing at least six principles of Safety First. 



CHAPTER VI 
THE SERVICE RECOGNITIONS 

Service is the very heart of our Program. It is the keystone 
in the arch of worth-while living. Every Pioneer should form 
the habit of unselfish service to others. A boy may be unusually 
bright mentally; may have a splendid physical development; 
may attend public worship, church school, and all those things; 
may even be considered thrifty and broad-minded, and yet not 
be intelligently interested in serving others. With this in mind, 
and with the firm conviction that a very large percentage of boys 
may easily be led into forming service habits, the Service Recog- 
nitions are given a very important place in this Program. 

Service tasks group themselves pretty well into six groups: 
service rendered to individuals (Personal Service), service ren- 
dered to the home and the home folks (Home Service), service 
rendered to the church and its organizations (Church Service), 
service rendered to the school or place of employment (School or 
Employment Service), service rendered to general groups or to the 
municipality (Community Service), service rendered to one's per- 
sonal group or club or class (Group Service). A great many service 
tasks, practical for all sorts of boys, are here classified under each 
heading. In some cases it may be necessary for your Leader to 
arrange even more choices, in order to meet the requirements of 
your particular locality. If this should be the case, consult him, 
and together you can work out satisfactory substitutes. 

For each one of these rather clearly defined groups of ser- 
vice a Service Recognition numeral is offered. (See Insignia). 
This recognition should be worn in the vacant square provided 
in the very center of your insignia, but must not be worn 
until the requirements of at least one of the types of service 
have been fully met. You should clearly understand that 
this addition to your insignia is not a. reward for service rendered, 
but merely a recognition of service rendered. If you are not 
vitally interested in rendering service, you must wear a blank 



SERVICE RECOGNITIONS 57 

square at the heart of your emblem. The numeral worn indi- 
cates the total number of types of service rendered. For instance, 
if you have rendered all the required service under the head of 
Home Service and Service to the Group you are entitled to wear the 
numeral 2. If you should render all the required service sug- 
gested under all the headings, you would be entitled to wear the 
numeral 6. 

In the case of group insignia, the numerals used will be the 
sum total of all the individual Service Recognition numerals of all 
the members of your group. These might total twenty-one or 
seventy-five, according to the size of your group, and the empha- 
sis that you place on service. 

1 . Personal Service 

(Choice, two out of three tests) 
Give satisfactory evidence that you have 

a. Rendered ten hours of personal service to sick, lame, 
blind, or to small children not in your own family, without 
receiving pay for same. 

b. Rendered acknowledged personal service in accident, 
fire, wreck, runaway, or panic. 

c. Returned lost article to rightful owner, 

or 
Personally helped auto driver, teamster, or pedestrian 
in any sort of trouble on the road, street, or in the country. 

2. Home Service 

(Choice, two out of three tests) 
Give satisfactory evidence that you have 

a. Rendered ten hours of special Home Service in putting 
in coal or wood, picking fruit, canning fruit or vegetables, 
house-cleaning, painting, or remodeling other than prescribed 
by regular tests, without pay. 

b. Cared for younger brothers or sisters eighteen hours 
during absence or sickness of parents, other than prescribed 
by regular tests, 

or 
Aided in the support of the home from your own earn- 
ings (spirit of the test to be honestly observed). 



58 HANDBOOK FOR PIONEERS 

c. Kept your own room or shop clean and in order for a 
six months' period. 

3. Church Service 

(Choice, two out of three tests) 

Give satisfactory evidence that you have 

a. Been a regular contributor to the support of your 
church or its equivalent, to the satisfaction of your Leader. 

b. Assisted in church entertainment, social, or picnic 
involving fifteen hours' service, 

or 
Delivered church calendars or notices or collection 
envelopes, involving fifteen hours' service. 

c. Acted as librarian, secretary's assistant, usher, for 
period of six months, involving at least fifteen hours of ser- 
vice (avoid accepting service that will make group instruc- 
tion impossible), 

or 
Beautified church building by planting trees, shrubs, 
vines, or flowers, involving at least fifteen hours of service, 

or 
Accomplished special piece of service for the church as 
prescribed by your Leader or Pastor or church official, 
involving at least fifteen hours of service. 

4. School or Employment Service 

(Choice, two out of three tests) 

Give satisfactory evidence that you have 

a. Done special task, not included in your regular work 
for your school or place of employment, such as, aid new 
pupil or employe, represent school or firm in entertainment 
or captain athletic team, etc. 

b. Won special recognition for work unusually well done 
at school or for place of employment (application left to 
Leader). 

c. Made three constructive suggestions for the better- 
ment of school or plant, either in favor of other scholars or 
employes or for general efficiency of school, office, or plant, 
at least one of these to be accepted and acted upon. 



SERVICE RECOGNITIONS 59 

5. Community Service 

(Choice, two out of three tests) 
Give satisfactory evidence that you have 

a. Taken active part in the boy leadership of some com- 
munity-wide campaign — such as, clean-up, fly extermina- 
tion, community gardens. 

b. Ushered at some public gathering; helped patrol streets 
on parade days; played in band or orchestra on public occa- 
sions, or equivalent, 

or 
Actively helped protect and provide for birds or have 
become Government Bird Observer, 

or 
Reported at least two instances of dirty lots or alleys, 
garbage cans, broken culverts, damaged bridges, or washed- 
out highways to proper authorities. 

c. Done special piece of service not before reported for 
your community, sanctioned by your Leader, such as, Junior 
Police, turning in fire alarms, cutting weeds on vacant lots or 
along roads. 

6. Service to the Group 

(Choice, two out of three tests) 
Give satisfactory evidence that you have 

a. Been elected to office for six months, such as class or 
group office, without electioneering on your part. 

b. Captained or managed a group team in athletics or 
swimming. 

c. Secured five new members for your group, 

or 
Provided equipment representing sacrifice — books, fur- 
niture, rugs, pictures — for club or class room, 

or 
Made possible some special treat for the group (eats or 
drinks not to count), such as a trip, special guest, uniforms. 

7. Saving Human Life (Highest Recognition of the Program). 

Any Pioneer who saves a human life from water, fire, or 
accident may be awarded the Life Saving Recognition. Cer- 
tain required evidence must be offered to secure this honor. 



CHAPTER VII 

AMERICANS ALL 
THEODORE ROOSEVELT 

Every boy has an ideal, but no man of our country ever lived 
who so completely came up to the ideals of the American boy as 
Theodore Roosevelt. Why? Because he did so many things well 
and was so thoroughly American. The moving picture has given 
the American boy an ideal in "The Fighting Roosevelt." He had 
to fight in order to reach physical, intellectual, devotional, and 
service standards. As a boy he was puny and sickly; but with 
indomitable determination he transformed his feeble body not 
merely into a strong one, but into one of the strongest. This 
physical feebleness caused in him nervousness and self-distrust. 
He set himself to change his character, as he changed his body, 
and to make himself a man of self-confidence and courage. When 
he entered public life he did not possess the gifts of a debater or 
public speaker, but he determined to overcome these handicaps. 
As a result, few men have been able to influence an audience with 
such appealing power as Roosevelt. 

He came of one of the oldest Dutch-American families. In his 
veins were mingled Irish, Scotch, and Huguenot blood. His 
father was a man who did things. In the Civil War he organized 
a number of New York regiments and was one of the leaders in 
organizing the Sanitary Commission and other work for the 
soldiers. His father's spirit of service had a great influence upon 
his son. Theodore Roosevelt was born in New York City 
October 27, 1858. He was graduated from Harvard in 1880. 
He then took up the study of law, but did not continue it long. 
He entered politics and at the age of twenty-three was elected to 
the New York State Legislature. Within a year he was the 



AMERICANS ALL 61 

Republican leader in the lower house, because of his fighting 
qualities. He thus plunged at once as a young man into that 
field of activity which he never afterwards forsook — politics. In 
accepting a position of public trust, he was never governed by 
the money or power which it afforded. The determining factor 
was, what are the opportunities for rendering genuine service? 

When poor health sent him West to throw in his lot with the 
rough and ready cowboys, the ranchers were disposed at first to 
laugh at the "four-eyed dude," but they changed their opinion 
when they found that no work was too hard for him, no hardship 
too severe, no peril too great. The story is told of a round-up in 
which Roosevelt participated. There was a cow with a new-born 
calf. The cowboys were not going to bother about the calf, but 
drive its mother to the round-up. Out of the bigness of his heart, 
he picked up the calf when it got stuck in the mud, put it in front 
of his saddle, and rode off, driving its mother ahead of him with 
the rest of the cattle. 

One of the great qualities of Roosevelt was his courage. Once 
when he arrived in the Rocky Mountains to hunt grizzly bears, 
the toughs of the regions declared their intention of "doing him 
up." One of them went so far as to send a message to Roosevelt, 
to the effect that if he proceeded to track grizzlies there would be 
shooting. Roosevelt inquired where this person with the pro- 
pensity for shooting lived and rode at once into his camp. The 
man, however, had forgotten by this time why he wanted to 
shoot. This incident put an end to treating Roosevelt as a ten- 
derfoot. Before the hunting campaign was ended, he had won 
the respect of all, and, when the time came, many of those who 
had been ready to "do him up" as a tenderfoot were among the 
most eager to follow him as "Rough Riders" into the jungles of 
Cuba for service to their country. As Police and Civil Service 
Commissioner for New York City, as Governor of New York, 
and as President of the United States, he was absolutely fearless. 
**• No man ever lived who loved hard work more than Roosevelt. 
But he loved to play hard as well. His love of work and play 
led him into many fields of activities and scientific investigation. 
He won a high place as a hunter, sportsman, explorer, historian, 
essayist, scientist, critic, editor, reformer, and statesman. When 
he wished to rest from political and governmental responsibilities, 



62 HANDBOOK FOR PIONEERS 

he would go on a hunting trip into the wilds of America or even 
take an extended tour of exploration to Africa or South America. 
Theodore Roosevelt showed in what he did, said, and lived, that 
a real American is a man who works and serves. He has taught 
the American boy how to think and act for himself and yet 
serve others. 

In his book entitled "The Great Adventure," he tells the 
American boy some of the secrets of his life. "The boy can best 
become a good man by being a good boy — not a goody-goody 
boy, but just a plain good boy. The best boys I know — the best 
men I know — are good at their studies or their business, fearless 
and stalwart, hated and feared by all that is wicked and de- 
praved, incapable of submitting to wrong-doing and equally in- 
capable of being aught but tender to the weak and helpless. He 
cannot do good work, if he is not strong and does not try with 
his whole heart and soul to count in any contest; and his strength 
will be a curse to himself and to everyone else, if he does not have 
thorough command over himself and over his own evil passions, 
and if he does not use his strength on the side of decency, justice, 
and fair dealing. In short, in life, as in a football game, the prin- 
ciple to follow is: 'Hit the line hard; don't foul and don't shirk, 
but hit the line hard !' " 

One of the greatest tributes paid to Roosevelt was given by 
the pastor of the church which he joined as a boy: "I like to think 
of Mr. Roosevelt as a religious man, a man who made room in 
his life for God. He was a Christian gentleman. He was a mem- 
ber of the church and always attended church services. He 
accepted the Bible and made room in his busy life for Jesus 
Christ." 

JACOB RIIS 

Denmark was the birthplace of Jacob Riis. The life of this 
boy was marked by bold decisions and impulsive deeds, revealing 
the fighting spirit of his Viking ancestors. While a carpenter's 
apprentice in his middle teens, he fell in love and, as he never did 
things by halves, fell in completely. But the boy apparently 
threw his last chance away, when, as chairman of a social affair, 
he ordered the young lady's father from the floor. Soon after 
this event he left for Copenhagen, where he spent four years 



AMERICANS ALL 63 

completing his apprenticeship. The problems of city life were to 
be hereafter his chief concern, although he was destined to probe 
them at the cost of much suffering. At nineteen he returned to 
his native town determined to know his fate. The young lady 
and her father were cold, but the mother secretly gave him a gold 
locket in which was a wisp of one of Elizabeth's curls. 

With the locket and her picture, his most treasured possessions, 
young Riis sailed for America, landing in New York early in 
1870. He had two immediate resources — some knowledge of 
English and a capital of forty dollars. His money soon disap- 
peared, especially as he spent one-half of it for a big navy re- 
volver. He must have presented a funny sight on lower Broad- 
way, but New Yorkers who were un-American enough to ridicule 
and the friendly policeman who advised disarmament little 
suspected that within a generation this immigrant boy would 
become a great constructive force in the affairs of the city. 

The years that followed tested every physical and moral 
quality. Penniless, friendless, and wet to the skin, a stormy 
night found him down on the dock. Months had passed without 
word from Elizabeth. Three thousand miles of water lay be- 
tween them, and the dark river ran below. "Would any one 
know — would any one care if he did know?" and he edged a little 
nearer to the perilous edge. A movement at his side revealed 
the shivering form of a yellow dog, seeking a friend. Young Riis 
always had a great love for animals. Together the friendly out- 
casts fought their way against the storm to the lodging house 
connected with the Church Street Police Station. That night 
Jacob was robbed of his treasured locket. He made a complaint 
to the Sergeant, who proceeded to kick the boy and his four- 
footed friend out into the night and the rain. The son of the 
Vikings put up a furious but vain resistance. The dog rushed to 
his aid but was killed by the burly Sergeant, who dashed him 
against the stone steps of the Police Station. That night planted 
the seeds of a new purpose in the heart of Jacob Riis — seeds 
which bore their fruit years later when by his efforts the police 
lodging houses, breeding-places of vice and crime, were wiped 
out. 

Another critical period when despair threatened came after an 
unsuccessful attempt to sell a book — appropriately called "Hard 



64 HANDBOOK FOR PIONEERS 

Times." Jacob and his faithful friend — this time a great New- 
foundland dog — were sitting dejectedly on the steps of Cooper 
Institute where they were found by a former acquaintance. 
Through his interest, the young book agent was helped to find a 
position as a reporter. 

Out of his lodging-house experiences and his failure as a book 
agent came two great calls in life — social reform and newspaper 
work. Nevertheless, more than that occurred the day when 
Jacob Riis became a cub reporter. Later he wrote: "What had 
happened had stirred me profoundly. For the second time I saw 
a Hand held out to save me from wreck just when it seemed in- 
evitable; and I knew it for His hand to whose will I was just 
beginning to bow. . . .In the shadow of Grace Church I 
bowed my head against the granite wall of the great tower and 
prayed for strength to do the work I had so long and arduously 
sought and which had now come to me." To Jacob Riis religion 
was a reality. In discussing prayer as a help in his work, he said : 
"If I were to find that I could not do that (pray) I should decline 
to go into the fight, or if I had to, I should feel that I were to be 
justly beaten." 

Energy and character brought results to the young reporter. 
A daring decision made him the owner of a small newspaper. 
Then came the never-despaired-of letter from Elizabeth, in 
which she confessed that she loved him. A fortunate sale of the 
paper furnished the funds for the trip to Denmark, to claim his 
bride and bring her to America. 

Covering the police-court news around gang-infested Mulberry 
Bend was not a "ladies' game." There were times when the life 
of Jacob Riis hung on a hair, but he would not quit. His pen, 
reenforced by the strong right arm of Theodore Roosevelt, 
President of the Police Board, provided the pitiless publicity 
needed to kill the old lodging-house system. Working together 
these two men, so much alike in many ways, entered into a per- 
sonal friendship which all the strenuous years that followed 
deepened and enriched. ♦ The fight to cut through Mulberry 
Bend, tear down its tenements, and substitute a life-giving park 
for this breeding-place of death by disease and violence was a 
harder matter. At last Jacob Riis was privileged to see green 
grass and groups of dancing children, where had been ba«nds of 



AMERICANS ALL 65 

desperate criminals. The very hallways in Henry Street where a 
young Danish immigrant used to get a free night's lodging — 
unless the police found him — are now full of boys and girls who 
are finding inspiration and guidance at the Jacob Riis House, a 
settlement founded by the King's Daughters. 

A few years before his death he paid a visit to his native land. 
He was summoned to Copenhagen to dine at the palace, where 
King Christian decorated Jacob Riis, "America's Most Useful 
Citizen," with the ancient Cross of the Crusaders. But these two 
men were not meeting for the first time. 

Years before, Jacob Riis, the carpenter's apprentice boy, had 
arranged to meet his older brother at the art-gallery housed in a 
wing of the palace. The simple country lad, with three days' 
experience in Copenhagen, asked directions of a friendly man. 
On the way to the gallery his guide started a friendly conversa- 
tion in which the boy frankly expressed his opinions, as a sixteen- 
year-old boy quite naturally will at times. Great was the aston- 
ishment and embarrassment of Jacob Riis when his brother 
informed him that his guide had been the king! However, King 
Christian also made a mistake that day, for he did not recognize 
in the boy at his side the future brilliant reporter, the crusader 
of the slums, and Denmark's best gift to America. 

The Cross of the Crusaders came years later, but all the ele- 
ments of greatness were in the boy carpenter who met the king. 
Suffering and endurance developed and demonstrated his 
qualities and the decision in the shadow of Grace Church dedi- 
cated them and all that they might grow to be to the service of 
others. In that decision and dedication lies the secret of the 
career of Jacob Riis. 

HORACE TRACY PITKIN 

Few people are called upon in these days actually to lay down 
their lives as martyrs to the cause of Christ. Such, however, was 
the supreme sacrifice made by Horace Tracy Pitkin, Yale '92. 
Pitkin was anything but the wide-brimmed-hat, be-spectacled, 
umbrella-carrying, Bible-under-the-arm sort of missionary. He 
was one of the thousands of strong, virile, alert, consecrated 
Christian statesmen, who are continually going to the ends of the 
earth to aid in bringing into being an era of Christianized social 



66 HANDBOOK FOR PIONEERS 

relationships. The missionaries of today are preachers, yes, be- 
cause only through the lips and the life lived can the Good News 
of a Kingdom of brotherly men be made known. But they are 
more than preachers — they are Christian social engineers — 
and such was Pitkin. 

As a lad Pitkin's ambition was to make electricity and its appli- 
cation to the needs of the times, his life-work. He no doubt 
would have made a great success in it, as he had unusual abilities 
in that direction. But his uncle turned his thoughts toward the 
ministry and after long and serious questioning and much prayer, 
he decided to renounce his chosen ambition and enter Christ's 
service. He began at once to prepare for his life-work. At the 
age of fifteen he entered Phillips Academy, Exeter, and from the 
beginning took his stand as a Christian. He became a power 
among his associates as a Christian leader. With the introduction 
of the Christian Endeavor movement into his church, Pitkin 
became its first president. He also took part in the school ath- 
letics and was a social leader. 

At the age of eighteen, and with this same vision of service to 
his fellows, and his ability as a leader, he entered Yale. He 
carried with him an enthusiasm, optimism, and spirit of good 
cheer which drew strong friends to him. He was no one-sided 
Christian. He wrote for the college papers and was a good stu- 
dent, missing the Phi Beta Kappa stand by only a small margin. 
He excelled in tennis and took an active interest in football and 
rowing. His musical ability was a great joy to himself and his 
friends. He was a member of the University Glee Club. So pro- 
verbial was his success in overcoming difficulties, that "If any- 
body kin, Pit kin" became a current pun among his friends. At 
the Northfield student conference at the end of his Freshman 
year he made his decision to enter the Student Volunteer Move- 
ment. Three years at Union Seminary, after graduating from 
Yale, and one year as a traveling secretary for the Student Volun- 
teer Movement completed his preparations. 

He offered himself to the American Board of Commissioners 
for Foreign Missions and in May, 1897, he reached Tientsin, 
China; by September he and his wife were settled in their own 
station at Paotingfu. In the summer of 1900 came the Boxer 
uprising. Determined to stamp out completely the foreign 



AMERICANS ALL 67 

devils and to exterminate their religion and converts, the Boxers 
soon surrounded Paotingfu. In June they killed the missionaries 
in the China Inland and Presbyterian missions. On July 1st they 
advanced to attack the Congregational compound. Pitkin and 
two lady missionaries were the only ones remaining. The Boxer 
hordes surrounded the little group. It was entirely one-sided, 
and Pitkin fell defending the two ladies, who were then taken 
into a temple and murdered. A man, unusual only in his quiet 
service and splendid devotion to Christ and his fellowmen, 
Horace Tracy Pitkin still lives, challenging every red-blooded 
youth to face squarely the call of the ungrasped opportunities 
for Christian statesmanship in the awakening East. 

ROBERT E. LEE 

He came of fighting stock — this Robert E. Lee — this man be- 
loved alike by North and South, revered for his sterling Christian 
character, respected for his brilliant generalship, and admired 
for his wonderful loyalty and patriotism. His father was the 
famous "Light Horse Harry" Lee of Revolutionary War fame, and 
his forefathers fought with Richard Coeur de Lion, known 
through story and song to every boy. •• 

Virginia claims him as her own, since he was born in West- 
moreland County, Virginia, January 19, 1807. The great manor- 
house, Stratford, with its legends and histories dating back to 
the time when the Queen of England helped by her gifts in build- 
ing it, the great trees, the open country, the endless plantations, 
all helped to give him a love for home; for the great out-of-doors; 
for Nature and God. The responsibility for the care of his in- 
valid mother fostered those great and gentle qualities in him 
which made him the idol of his soldiers, who gladly endured all 
the hardships of war because of their loyalty to his leadership. 

Admitted to West Point at eighteen, he proved that success is 
possible by application and study. This great military school 
cherishes among its traditions the fact that his record there was 
nearly perfect in every respect. He was soon to need all the mili- 
tary knowledge he had gained. He was engaged in engineering 
work when the Mexican War broke out and his country called 
him. As Captain of the Engineers, he was assigned the hazard- 
ous task of "mapping" the Mexican country for the advancing 



68 HANDBOOK FOR PIONEERS 

American Army. He participated in the fall of Vera Cruz and 
assisted materially in the victory. Following the close of this 
war he returned to West Point as Superintendent of the Academy, 
but his love for active military life led him to Texas as the leader 
of a body of troops against the Indians. He succeeded to the 
entire satisfaction of his superior officers. 

Then came the great war of the sixties. When Virginia cast 
her lot with the South, Robert E. Lee decided that his place was 
with his native State, despite his former connection with the 
United States Government. It was a hard decision, but he made 
it unflinchingly. Colonel Lee served first as the Commander of 
the Virginia Forces; then, upon the organization of the Confed- 
erate War Department, he was made Military Adviser to Presi- 
dent Davis. He led the campaign against the Federal forces in 
West Virginia and also directed the construction of the famous 
coast defenses in Georgia and the Carolinas. He commanded in 
the Peninsular Campaign and throughout the balance of the war. 
General Lee's famous stand with ragged, half-starved, yet un- 
daunted men against a superior number of well-equipped troops 
is an achievement which has gone down in military history, and 
his final surrender, when he saw that further fighting was useless, 
in order to save the lives of hundreds of his men, is another 
example of his great heart. 

The five years following the close of the war were given to his 
country with the same unswerving loyalty with which he had 
served his State. Forgetting the past, he threw himself into the 
problems of his beloved Southland, brought about by after-the- 
war difficulties, and accepted the Presidency of Washington Col- 
lege at Lexington, Virginia, because he felt that the greatest 
service he could render his nation would be the training in leader- 
ship of the choice young men of the South. 

& While actively engaged in his great reconstruction labors, he 
died, October 12, 1870. 

Ranking as a soldier with warriors such as Napoleon and Wel- 
lington; fearless as his noble forefathers; comparable to a little 
child in gentleness and courtesy; imbued with the spirit of the 
Master; loving the great out of doors and embracing all the 
qualities of leadership and manhood, General Robert E. Lee 



AMERICANS ALL 69 

stood as a man four-square. His life challenges the young man- 
hood of America to greater and nobler living. 

HERBERT ROSWELL BATES 

Among the immigrant people of New York's lower West Side 
and the equally mixed but entirely different population of the 
great university on Morningside Heights, Herbert Roswell Bates 
was completely at home. A personal acquaintance with this 
friendly-spirited man was a rare privilege. Into forty- three years 
he crowded a lifetime of Christian service. For several genera- 
tions the Bates family had produced physicians. High school 
life seemed to strengthen Herbert's ambition to follow the family 
profession. But when he was eighteen his mother expressed her 
hope that he might enter the ministry. The same night his 
mother suddenly died. From that time the boy's road took a 
new turn. 

Those who knew Herbert Roswell Bates as a man find it easy 
to imagine the attitude of "Herb" Bates, the high school boy, to 
a Hi-Y Club with its program for high standards of Christian 
character, if there had been such a movement at that time. As 
a matter of fact, for a year after he finished high school he took 
up teaching and became an enthusiastic leader of the young 
people of his school and community in "creating, maintaining, 
and extending" such standards. 

Entering Hamilton, he soon took his place in the life of the 
college. He was generally popular because of his splendid social 
spirit, but he never fell into the class of college men described by 
Ketcham as "prominent enough to be popular but not positive 
enough to be powerful." His friends were stunned one day to 
learn that Bates had been suspended under charge of theft. Re- 
fusing to go back on a fellow-student who had come to him for 
help, Roswell Bates remained silent under the accusation and 
left college in disgrace. Worn out and seriously ill from the 
strain, he maintained his position. Fortunately the facts were 
finally made clear and Roswell Bates returned to college more 
popular and more influential than ever. 

The Negro church of the college town was split by a quarrel. 
This college man solved the problem by taking the pastorate. He 
threw himself into the leadership of these simple colored people 



70 HANDBOOK FOR PIONEERS 

with such unselfish, devotion that he brought the factions to- 
gether and greatly built up the church. In his visits to the homes 
of his peculiar parish, Roswell Bates must have determined the 
special path his later ministry was to take. When he had com- 
pleted his seminary course he took up work on New York's 
crowded East Side. His greatest service, however, was rendered 
at Spring Street Church. Almost every form of Christian social 
service found expression at Spring Street Church under his in- 
spiring direction. He not only knew the problems of his people — 
he could make others appreciate them. He preached Christianity 
and he lived it. Consequently, he was in great demand as a 
speaker to college men. He never stopped with an address, but 
was forever finding the chance to deal with fellows one at a time. 
As a result, he has left his successors by the score — boys and men 
whom he won and trained for Christian service. 

His enthusiasm was unlimited, but his labors were too heavy. 
He could not rest, with so much pressing to be done. Too late 
he was persuaded to take a sea trip to South America, and he 
consented on the ground that he would have opportunity to visit 
some of the mission stations. In the summer of 1913, while in 
Cuzco, Peru, Herbert Roswell Bates was suddenly taken away. 
As high school boy, college man, and Christian minister his life 
was joyous, rich, and convincing. 

BOOKER T. WASHINGTON 

Every American boy likes to read the lives of America's great 
men. Of these none is more thrilling than those of Washington 
and the log cabin presidents. Certainly no less interesting in his 
life and no less remarkable in his achievements was Booker 
T. Washington, the greatest southern Negro. He ranks first 
among the great men of the world who have risen highest above 
their circumstances. 

He was born in a slave cabin, and inherited the handicaps of 
color, poverty, and prejudice. W T hile he never knew exactly the 
year of his birth, or who his father was, his recollections of his 
boyhood days as a slave and his experience during the Civil 
War are most vivid. So far as the record goes, he was born in 
Franklin County, Virginia, in 1858 or 1859. He did not even 
have a name until he named himself. His early training as a 



AMERICANS ALL 71 

slave and a Negro could not smother those qualities of character 
which have placed his name high in the hall of fame. 

His experience in sleeping on the floor and enduring the hard- 
ships of a Negro boy of his day gave him determination. Over 
and over again in his autobiography, "Up From Slavery/' he 
says: "I was determined to succeed!" "I would not be discour- 
aged!" He came early to desire an education. The successive 
steps from learning his figures written on the salt barrels where 
his father worked, through his experience with a "Blue Back 
Speller," his evening study alone, his long journey to Hampton, 
and many other stages in his securing an education are full of 
thrill. His ambition in this line is the more remarkable when one 
considers that it was so rare for a boy of his race. His greatest 
encouragement came from his mother and his teachers, whose 
affections he always won. His examination for college entrance 
at Hampton Institute was to sweep and dust a class room. This 
he did in his characteristic, conscientious, and thorough manner 
and won for himself a place in the school. His life was so ordered 
by a guiding Hand that all his experience gradually prepared 
him for the work he was to do in the uplift of his own race. He 
never despised small things, whether it was the scant opportunity 
to realize his ambitions for an education, the six eggs donated 
towards helping him build a college, or the chicken house in 
which he started Tuskegee Institute. 

While his early life centers about his experience as a slave boy 
and the process by which freedom came to him, and his middle 
life about his struggle for an education and the heroic price he 
paid, his later life is the history of the call to the leadership of 
Tuskegee and its marvelous development. Many temptations 
came to him to go into politics, but his great conviction that he 
must serve his race held him true to his chosen cause. 

The spirit of his life is its most charming trait. He lived to 
serve. He never held any bitterness against his owners, as a 
slave, or against the white people or the system. He rose above 
narrowness and prejudice. 

His winning spirit is best illustrated by a story he tells himself. 
In his haste to make a train after an evening engagement, he 
asked a white cabman to carry him to his train. The man re- 



72 HANDBOOK FOR PIONEERS 

plied, "I wouldn't haul a nigger." Booker T. immediately said, 
"Well, you ride in the cab and I will drive you." 

After constant work at Tuskegee for eighteen years, he and 
his wife were given a trip to Europe by women of Boston. On 
this journey the famous Americans were many times honored. 
They took well with Queen Victoria, dined with royalty of 
England, and were called upon to speak and be present at many 
auspicious gatherings. But the greatest surprise that ever came 
to Booker T. Washington was the honorary degree conferred on 
him by Harvard University, a degree from the oldest and most 
renowned university in America. Tears came into his eyes 
when he was informed of this, the greatest honor that ever came 
to him. His whole life rose up before him — his struggles as a 
slave and as a coal miner, the time when he was without food and 
clothing and when he made his bed under a sidewalk, his struggles 
for an education, the trying days at Tuskegee when he did not 
know where to turn for a dollar to continue the work — all this 
passed before him and made his honor seem more dazzling and 
unreal. 

His life from beginning to end is a continuous story of adven- 
ture on new paths for men of his race. His book, "Up From 
Slavery" ranks among the most fascinating biographies and is 
lead by people of many nations. 




B^ 



^— ^4c^ 



CHAPTER VIII 

HEALTH AND ENDURANCE 1 
George J. Fisher, M.D. 
Fitness 

Two things greatly affect the conditions under which a boy 
lives in these days. One ; s that he lives indoors for the greater 
part of the time, and the other is that he must attend school, 
which is pretty largely a matter of sitting still. Two things, 
therefore, are needs of every boy: outdoor experience and 
physical activity. 

To secure endurance, physical power, physical courage, and 
skill, the first thing needful is to take stock of one's physical 
make-up, then put the body in the best possible condition for 
doing its work, and keep it in good order. 

Proper Carriage 

"Walk with head up and chest raised" is a good slogan for any 
boy who desires an erect figure. One can scarcely think of a 
round-shouldered Pioneer. Yet there are such among the 
boys who desire to be Pioneers. 

There is no particular exercise that a boy can take to cure 
round shoulders. The thing to remember is that all exercise 
that is taken should be done in the erect position; then the 
muscles will hold the body there. 

An erect body means a deeper chest and room for the impor- 
tant organs to work, thus giving them the best chance to act. 

A few setting-up exercises each day in the erect position before 
breakfast will help greatly to get this result. 



1 Adapted by permission from "The Official Handbook for Boys" of the Boy 
Scouts of America, copyright, 1911-1914, 1916, 1917, 1918, by Boy Scouts of 
America. 



74 HANDBOOK FOR PIONEERS 

Growth 

The chief business of a boy is to grow. He may have other 
affairs, but this is his chief concern. He should have a few sim- 
ple rules for living and make them a part of his daily life. 

Outdoor Exercises 

Each day should have its outdoor exercises. Walking is a 
splendid form of exercise. Walk to school or business; don't 
ride unless it is absolutely necessary because of unusual distance. 
Walk with a good, swinging stride, with chest well up and spine 
fairly straight. Slow running across country is great; it lacks 
strain and yet affords splendid stimulation to heart and lungs. 
Cross-country running and hiking should be favorite sport for 
boys taking this Program. A boy ought to have at least two 
hours of sport daily in some good, vigorous game, such as base- 
ball or tennis, and, if he can possibly afford it, at least two periods 
a week, of an hour each, in a gymnasium, where he can receive 
guidance in body building. Boys under 
sixteen should avoid exercise involving strain, 
such as weight lifting, or sprint running over 
one hundred yards, or long-distance racing. 
They should have careful guidance in all 
gymnastic work. Work on apparatus may 
prove harmful unless of the right sort. The 
horse and parallel bars should be used largely 
to jump over, rather than to perform upon. 
Exercises demanding a sustained support of 
the body with the arms are not helpful, but 
may be harmful. The chief activity should be 
of the legs, to strengthen heart and lungs. A boy should be 
careful not to overdo. In his excitement to win in a contest he 
is likely to do this unless cautioned. A boy should never try 
to reduce his weight. Now that there are weight classes in sports 
for boys, there is a temptation to do this and it may prove very 
serious. Severe training for athletics should be avoided. Boys 
at this age should not play vigorous indoor games like basket ball 
for longer than two ten-minute halves, and should not play at 
all where the air is foul. All training should be in moderation. 




HEALTH AND ENDURANCE 75 

Physical Examinations 

Every boy ought to have, as he takes up this Program, a 
thorough physical examination. Some physician who is interest- 
ed in boys will be willing to act as examiner of a group. A boy 
should know the condition of his heart and lungs before entering 
any contest. If he has any defects in his breathing apparatus — 
nose, throat, or lungs — these should be attended to or they will 
seriously interfere with his tests. 

Baths 

Besides exercises a boy should have simple, workable rules 
for living. A boy ought to take a good soap bath at least twice a 
week, and always after he has played a hard game or performed 
work of a nature that has caused him to perspire freely. 

Each morning a quick sponge bath, immediately after the 
setting-up exercises, should be the first order of the day, in water 
as cool as he can stand it, followed by a good rub with a coarse 
towel. If there is a feeling of warmth after the bath, it is helpful ; 
if not, the water should be slightly warm, or only a portion of 
the body should be bathed at a time. 

Pain 

One thing that should be regarded seriously is pain in any 
form in any part of the body. If there is a dull headache fre- 
quently, find out what causes it. Pain in the knee, the arch of 
the foot, or at any point, should be taken seriously. Pain means 
something wrong. It may be brave to bear it, but it is not 
wise. It may mean something serious. Remember that pain 
felt in one part of the body may be the result of something 
wrong in another part . See a wise doctor about it. 

Eating 

And now in reference to what one shall eat. The average 
boy ought to have, and usually does have, an appetite like an 
ostrich. Three points to remember are: don't eat too much, 
most healthy boys do; don't eat meat more than once a day; and, 
third, don't eat anything that you always taste for several hours 
after you have eaten it, even though you like it. 




76 HANDBOOK FOR PIONEERS 

The fact that you taste it is an indication that your stomach 
is having a wrestling match with the food. Some people can't 
digest onions; others thrive upon them. Some 
can't eat cucumbers; others can do so readily. 
The one must give them up; the other can 
continue to eat them. Each person has some 
peculiarity of diet, and must observe it to be 
happy. Many a race has been lost through 
failure to obey this rule. A simple diet is 
best. Most boys eat too much of a mixed 
nature. They mix pickles, soda water, 
=,_ frankfurters, and chocolate without fear or 
favor. No wonder there is so much stomach- 
ache. In boys' camps the chief trouble is indigestion caused by 
this riot of eating. Such boys are laying up for themselves for the 
future some beautiful headaches and bilious attacks, which, when 
they become chronic later, will cry out against their owners and 
seriously impair their value. Don't eat when very tired; lie 
down a while and get rested. Don't eat heavily before exercis- 
ing; or, better, put it the other way around, don't exercise 
immediately after eating. Never eat when excited or angry, 
and very lightly when worried or when expecting to study hard. 
We should learn to eat slowly and chew our food thoroughly, 
remembering that all food before it can be taken up in the 
blood must be as thin as pea soup. Chewing well will help the 
digestive organs greatly. Always wash the hands before eating. 
Be careful about eating food that has been exposed to the dust 
unless it has been washed. Drink freely of clean water between 
meals. Never use a public drinking cup without thoroughly 
rinsing it. Don't touch your lips to the rim of the cup. 

On the hike and in camp drink pure water and milk, because 
typhoid fever is found where there are impure water, dirty milk, 
and flies. 

"The number who died of typhoid fever in the United States 
during 1912 probably exceeded the number killed in six of the 
greatest battles of the Civil War. People are now learning, 
however, that this disease can be prevented by drinking only 
pure water and pure milk. Flies may carry typhoid and other 
germs and therefore should be destroyed. Garbage should be 



HEALTH AND ENDURANCE 77 

kept in closed cans, manure should be covered, and the breeding 
of these pests in other places should be prevented by similar 
means. It is hoped that flies may soon be permanently destroyed. 
"If a youth, then, finds himself in a community with a dan- 
gerous water or milk supply, he will want to use every means in 
his power, for the sake of his own health and that of his family 
and friends, to correct this condition. Though boiling the water 
and avoiding milk will prevent infection, more permanent 
measures should be taken. If health officials and other municipal 
authorities are enlightened and have the welfare of the com- 
munity at heart, they will take steps at once to remedy condi- 
tions if the danger be properly brought to their attention." 

Coffee and Tea 

Should a boy drink coffee or tea? This is a question often 
asked by boys. Coffee and tea are the greatest stimulants 
known. But does a boy need a stimulant? What 
is a stimulant and what does it do? A stimulant is 
a whip, making the body do more at a given time 
than it ordinarily would. It doesn't add any fiber 
to the tissues, doesn't add any strength, isn't a 
food, but merely gets more out of the tissues or 
nervous system than they would ordinarily yield. 
Of course, there is a reaction because the tissues 
have had nothing to feed on. Herbert Fisher says 
that Peary's men, who drank lots of tea on their 
voyage north, during the most trying time of their 
trip, showed it in their haggard faces and loss of 
tissue. Their own tissues had turned cannibal and 
fed on their own material. Stimulants are not foods. ^,, 
They add no strength to the body. They exact of w ,,,^'^^K. 
the body what ought not to be exacted of it. There 
is always a reaction and one is always worse off as a result. 
Growing boys especially should have nothing to do with tea, cof- 
fee, or any stimulant. 

Alcohol and Tobacco 

Alcohol is not a stimulant, but is really a narcotic that is very 
depressing. It dulls rather than stimulates. The same is true 




78 



HANDBOOK FOR PIONEERS 



of nicotine in tobacco. No growing boy should use either. The 
first athletes to drop out of a race are usually drinkers, and all 
trainers know that smoking is bad for the wind. 

Constipation 

Those boys who find their digestion sluggish and are troubled 
with constipation may find the following plan helpful in over- 
coming the condition: 

Drink a cool, copious draught of water upon arising. Then 
take body-bending exercises (see illustrations). Follow with 
sponge bath. Then, if possible, take a walk around the block 
before breakfast. After school play some favorite game for at 
least an hour. In the absence of this, take a good hike for three 
or four miles or a longer bicycle ride. At least twice a week, if 
possible, enter a gymnasium class and make special emphasis 
of body-bending exercises. 

Have a regular time for going to stool. A good plan is to 
go just before retiring and immediately upon arising. Go even 
though you feel no desire to do so. A regular habit may be 
established by this method. Always respond quickly to any call 
of nature. Toasted bread and graham bread and the coarser 
foods and fruit will be found helpful. 




Incorrect Incorrect Correct 

This correct position should be taken before commencing exercises. 



HEALTH AND ENDURANCE 



79 





Position; Hips firm. 
Movement; Forward lunge on left foot. 
Repeat to right. 



Position; Hips firm; flex left knee and 

thigh- 
Movement; Extend left leg. Repeat 

same to right. 



ft & 






Exercise i 
Position; Heels together, 
arms down and at sides, 
palms in. 

Movement; Swing arms 
side-ways, upward to ver- 
tical, and return. 



Exercise 2 
Same as Exercise 1, ex- 
cept that arms are swung 
forward, upward vertical. 



Exercise 3 
Position; Arms front ho- 
rizontal. Movement; same 
style as rest, swing to side 
horizontal and return. 



8o 



HANDBOOK FOR PIONEERS 






Exercise 4 

Position; Forearms flexed 
at side of chest. 

Movement; Thrust arms 
forward and return. 



Exercise 5 

Position; Arms at front, 
horizontal, forearms flexed, 
fingers on shoulders. 

Movement; Swing to 
side horizontal and return. 



V3 



Exercise 6 

Position; Same as No. 5. 

Movement; Swing down- 
ward, forward bringing 
arms beyond sides of body, 
raise on toes with end of 
backward swing. 




Exercise 7A 
Position; Arms at ver- 
tical, thumbs locked, head 
fixed between arms. 




Movement; Bend for- 
ward as far as possible 
without bending knees and 
return. 



Exercise 8 

Position; As at 7a but 
with thumbs not locked. 

Movement; Arms cir- 
cles downward, inward, 
across chest. Return. 



HEALTH AND ENDURANCE 



Si 






Hips firm position. 
Incorrect. 



Exercise 9 
Position; Hips firm 

{hands on hips). 

Movement; Full knee 

bent. 



Hips firm position. 
Correct. 





Exercise 10 

Position; Hips firm. 

Movement; Forward bend. 



Exercise ii 

Position; Hips firm. 

Movement ; Backward bend. 




Exercise 12 

Position; Hips firm. 

Movement; Sideward 

bend, right and left. 



82 HANDBOOK FOR PIONEERS 

The Teeth 

Closely related to the matter of eating is the proper care of 
the teeth. 

Perhaps — without care — the mouth is the filthiest cavity of 
the body. We spend a great deal of energy trying to keep food 
clean and water pure, but what is the use if we place them in a 
dirty cavity as they enter the body? Fully ninety per cent of 
the children examined in our schools have decayed and dirty 
teeth. These decayed teeth provide cavities in which food 
particles decay and germs grow, and through which poisons are 
absorbed. These conditions need not exist. Now just a few 
suggestions about the care of the teeth. Everybody should own 
his own tooth brush. The teeth should be scrubbed at least 
twice a day. At night they should receive most careful cleansing, 
using a good tooth paste or powder. Then again in the morning 
they should be rinsed, at which time simply clean water is 
sufficient. Time should be taken in the cleansing of the teeth. 
The gums should be included in the scrubbing, as this acts as a 
good stimulant to the circulation of the blood to the teeth. 
Not only should the teeth be brushed with a backward and for- 
ward stroke, as we ordinarily do, but also upward and downward 
the length of the teeth. In addition to the scrubbing, particles 
of food which are lodged between the teeth should be removed 
after meals, or at least after the last meal of the day. This is 
most safely done by the use of a thread of a fair degree of thick- 
ness. Dentists and druggists furnish this thread in spools. 
Hard toothpicks often cause bleeding and detach fillings. A 
dentist should be visited once every six months, so as to detect 
decay immediately. Never have a tooth drawn unless absolutely 
necessary. 

Care of the Eyes 

Most troubles of the eyes come from eye-strain. Styes and 
red lids are usually due to this cause. See how foolish, therefore, 
it is to treat these conditions as causes, when really they are 
only the result of something else. Of course, there are excep- 
tions. Sometimes wild hairs and skin disease affect the eyes. 
Eye-strain should be removed by wearing well-fitting glasses 
and then these other conditions will disappear. If constant 



HEALTH AND ENDURANCE 83 

headache is experienced or the eyes itch or become tired easily, 
there is possibly eye-strain. 

One way to test the eye is for vision. If you cannot read 
the first line at 20 feet, the second line at 15 feet, and the third 
line at 10 feet clearly with both eyes and with each eye separately, 
consult a first-class oculist. 



C L V F O T 



EACFDLOT 



DVCLAEOTF 



Never buy eyeglasses unless fitted by an expert. Such 
glasses should be worn in proper relation to the eyes. They 
should not be permitted to slide forward on the nose or to tilt. 
They may need to be changed often, as the eyes grow better. 

For reading, a good, steady light is needed. Never sit in 
front of a window facing it to read. Always have the light come 
from the rear and over the left shoulder, preferably. The book 
should be held on a level with the face and not too close. Sit 
erect. Reading when lying down or from the light of a fireplace 
is unwise. 



8 4 



HANDBOOK FOR PIONEERS 



Care of the Ears 

Affections of the ears are exceedingly serious and may lead 
to grave results. Any trouble with them should be given very 
prompt attention and a good specialist consulted. Pain in the 
ear, or ringing or hissing sounds, and particularly any discharge 
from the ear, should not be neglected. Any sign of deafness 
must be heeded. Sometimes deafness occurs in reference to 
some particular sounds, while hearing is normal to others. No 
matter what the degree of deafness may be, do not neglect to 
see a physician about it. Ordinarily the tick of a watch can be 
heard at a distance of thirty inches. If you cannot hear it at 
that distance and can hear it say at fifteen inches then you are 
just one-half from the normal in your hearing. The test should 
be made with the one ear closed. 

Ear troubles are often caused by sticking foreign objects in 
the ear, such as hairpins, pins, matches, toothpicks, and lead 
pencils. Never pick the ear with anything. Often the ear 
drum is pierced in this way. The normal ear does not require 
anything more than the usual cleansing with a wash rag over 
the end of the finger. 

If wax to any extent accumulates in the ear it should be re- 
moved by syringing, but this ought to be done by a physician. 
In camp an insect might crawl into the ear and if alive, cause 
pain. Putting oil or other fluids in the ear to drown 
it is unwise. If a foreign body should get in the ear, 
it should not cause great alarm unless attended with 
severe pain. If a physician is not available at once, 
such objects may remain for a day or two without 
serious results. Syringing usually removes them, 
but it should be remembered that some objects, 
like peas or beans, swell if made wet. In swimming, 
water is apt to get into the ear and cause annoyance. 
A rubber ear stop can be secured and placed in the 
ear at the time of swimming, thus keeping the water 
out. Cotton should not be stuffed into the ear to 
keep water out, as it may get inside. 

One thing to keep in mind is that catarrh of 
the nose and throat often extends into the ear pas- 




W^.'WfcM 



HEALTH AND ENDURANCE 85 

sages, through a tube which reaches from the throat to the ear, 
and that syringing of the nose and throat frequently causes 
trouble in the ear. 

Care of Nose and Throat 

Always breathe through the nose. Air passing through the 
nose is warmed and moistened and cleansed ; thus it gets to the 
lungs in better condition. If you cannot breathe clearly through 
the nose, have it examined. There may be a growth present 
which needs to be removed. To become a good runner this is 
important. Adenoids, which are growths far back in the mouth, 
often interfere with nose breathing and are serious in other ways. 
Don't stick anything in the nose; and nose picking is not cleanly. 
If crusts form in the nose, use a little vaseline to soften them. 
Don't blow the nose too vigorously. It may cause trouble. 

Frequently sore throat may be due to enlarged tonsils, which 
need either treatment or removal. Colds and tuberculosis make 
their attack through the nose, throat, and lungs. During the 
recent influenza epidemic the following summary was compiled 
by a national conference of Army, Navy, and civilian doctors. 

How to Keep from Getting Influenza 

1. Avoid contact with other people so far as possible, espe- 
cially avoid crowds indoors, in street cars, theaters, motion 
picture houses, and other places of public assemblage. 

2. Avoid persons suffering from "colds," sore throats, and 
coughs. 

3. Avoid chilling of the body or living in rooms of temperature 
below 65 degrees or above 72. 

4. Sleep and work in clean, fresh air. 

5. Keep your hands clean and keep them out of your mouth. 

6. Avoid expectorating in public places and see that others 
do likewise. 

7. Avoid visiting the sick. 

8. Eat plain, nourishing food and avoid alcoholic stimulants. 

9. Cover your nose with your handkerchief when you sneeze, 
your mouth when you cough. Change handkerchiefs frequently. 
Promptly disinfect soiled handkerchiefs by boiling or washing 
with soap and water. 



86 HANDBOOK FOR PIONEERS 

10. Don't worry, and keep your feet warm. Wet feet demand 
prompt attention. Wet clothes are dangerous and must be 
removed as soon as possible. 

What to Do if You Have Influenza 

i. If you get a cold, go to bed in a well ventilated room. 
Keep warm. 

2. Keep away from other people. Do not kiss any one. 

3. Use individual basins, knives, forks, spoons, towels, 
handkerchiefs, soap; wash plates and cups. 

4. Every case of influenza should go to bed at once under the 
care of a physician. The patient should stay in bed at least 
three days after fever has disappeared and until convalescence is 
well established. 

5. The patient must not cough or sneeze except when a mask 
or handkerchief is held before the face. 

6. He should be in a warm, well ventilated room. 

7. There is no specific for the disease. Symptoms should be 
met as they arise. 

8. The great danger is from pneumonia. Avoid it by staying 
in bed while actually ill and until convalescence is fully estab- 
lished. 

9. The after-effects of influenza are worse than the disease. 
Take care of yourself. 

10. Strictly observe the state and city rules and regulations 
for the control of influenza. 

"Of the infectious diseases, tuberculosis is one of the most 
serious. It is the great white plague. It kills hundreds of 
thousands, and causes an annual expense in the United States 
of about $1,000,000,000. Today people are learning to prevent 
and cure it by the simplest means imaginable — living in the 
fresh air. Although diet and sleep are important, the one great 
preventive and curative factor is fresh air." 

"The youth who has any tendencies towards tuberculosis 
should consider outdoor living more important than school life or 
any other occupation. If his physician advises life in the open 
for a year or two, he should quickly put aside other ambitions 
and adopt that mode of life which means recovery and health." 



HEALTH AND ENDURANCE 87 

Care of the Feet 

This is an important matter with boys who will make frequent 
hikes and tramps. The first thing to do is to walk right. The 
straight foot is the normal foot. The normal foot is broad at 
the ball with space between the toes. How different from the 
awful feet we see with toes twisted upon each other and crowded 
together. Walk with feet pointing straight forward. The feet 
that turn outward are weak feet. Shoes therefore should be 
straight on the inner border, broad across the ball, and have a 
low, broad heel. 

When a foot is normal, the inner border does not touch the 
floor. By wetting the foot one can see readily whether he is 
flat-footed by the imprint made. The following exercises are 
good to strengthen the arches of the foot if there is a tendency 
to flat feet: (1) Turn toes in, raise the heels, and come down 
slowly on the outer borders of the feet; (2) Walk with heels 
raised and toes pointing inward, or walk on the outer borders of 
the foot, inner borders turned up. 

Shoes should fit the feet comfortably. Tight shoes, or shoes 
that fit loosely, will cause callouses or corns. The way to get 
rid of these is to remove the cause — namely, the badly fitting 
shoes. Soft corns are due to pressure between the toes. The 
toes in such cases should be kept apart with cotton. Pointed 
shoes should be avoided. Patent-leather shoes are non-porous 
and hot. Ingrown toenails are exceed-, 
ingly painful. The pain comes from the 
nail piercing the soft parts. Allowing the 
nail to grow long and beyond the point 
of the tender spot will help; and on the 
side of the nail and under it cotton should 
be inserted to protect the soft parts. 

Hot foot baths will generally relieve 
tired feet. Boys should be very careful 
in trimming corns for fear of blood 
poisoning. Never buy plates for flat feet 
at a store. They may not be adapted to your needs. Always 
consult a foot specialist for treatment and buy plates if needed 
on his order. Only severe cases need plates. 




88 



HANDBOOK FOR PIONEERS 



Many boys are troubled with perspiring feet and are frequently 
annoyed by the odor resulting. Those who are thus troubled 
should wash the feet often and carefully, especially between the 
toes. If the feet are dusted with boric acid the odor will disap- 
pear. At first it may be necessary to change the stockings daily. 
In severe cases two pairs of shoes should be used, changing 
alternately. 



Care of the Finger Nails 

The chief thing in the care of the finger nails is to keep them 
clean. Each boy should possess and use a nail brush. Always 
wash the hands thoroughly before eating and use the end of a 
nail file to remove the accumulation still remaining under the 
nails. Keep the nails properly trimmed. They should not be 
too long nor too short. If long they are liable to break and if 
short to be sensitive. Biting the nails is a filthy practice, 
mutilates the fingers dreadfully, and makes them unsightly. 
It is a very hard habit to overcome ofttimes and will require 
persistent effort in order to succeed. By keeping the nails 
smooth the tendency to bite them will to some extent be over- 
come. A bitter application to the nails will often remind one 
of the habit, as often the biting is done unconsciously. The 
nails should never be pared with a knife; a curved pair of scissors 
is better, as the cutting should be done in a curved 
direction; but the best method is to use a file. The 
skin overhanging the nails should be pressed back 
once a week to keep them shapely. Rubbing the 
nails with a nail buffer or cloth will keep them polished. 



Sleep 

One thing a growing boy wants to be long on is 
sleep, and yet he is most likely to be careless about it. 
It is during sleep that a boy grows most and catches 
up. During his waking hours he tears down and burns 
up more tissue than he builds. Good, sound, and 
sufficient sleep is essential to growth, strength, and 
endurance. A boy should have at least nine or ten 
hours' sleep out of every twenty-four. If you lose on 
this amount on one day, make it up the next. When- 




"*S. 



HEALTH AND ENDURANCE 89 

ever unusually tired, or when you feel out of trim, stay in bed 
a few hours more if it is possible. A boy should wake up each 
morning feeling like a fighting cock. When he doesn't he ought 
to get to bed earlier that night. Sleep is a wonderful restorative 
and tonic. It helps to store up energy and conserve strength. 

Sleeping Out of Doors 

The conditions under which one sleeps are as important as 
the length of time one sleeps. Many people are rinding it 
wonderfully helpful and invigorating to sleep out of doors. Often 
a back porch can be arranged, or in summer, a tent can be 
pitched in the yard. But, by all means, the sleeping room should 
be well ventilated. Windows should be thrown wide open. 
Avoid drafts. If the bed is in such relation to the windows as 
to cause the wind to blow directly on it, a screen can be used 
to divert it or a sheet hung up as a protection. Good, fresh, cool 
air is a splendid tonic. Open windows in winter are a splendid 
preparation for camping out in summer. 



To Live Well and Die without Fear 


BREATHE deeply 


EAT temperately CHEW thorough V 


ORINK(water)copiou^)^^^JL 


^^^LEAN teeth carefully 


BATHE rrequenMy^flT flUg ffi 


[y ^^^ELIMINKTC freely 


LAUGH heartily <£|jl _ I !_W ll 


S^- SLEEP rsgularly 


WORK pWully^^f *fl H 1 


f J^EXERCISE daily 


SERVE willingly^^S I 


^^SPEAK kindly 


PLAY some READ much 


THINK more 


Dare to be Yourself-Cheerful .Conscientious. Brave. 



Conservation 

In this chapter much has been said of the active measures 
which a boy should take in order to become strong and well. 



90 HANDBOOK FOR PIONEERS 

We should be equally concerned in saving and storing up natural 
forces we already have. In the body of every boy who has 
reached his teens, the Creator of the universe has placed a very 
important fluid. This fluid is the most wonderful material in all 
the physical world. Some parts of it find their way into the 
blood, and through the blood give tone to the muscles, power to 
the brain, and strength to the nerves. This fluid is the sex fluid. 
When this fluid appears in a boy's body, it works a wonderful 
change in him. His chest deepens, his shoulders broaden, his 
voice changes, his ideals are changed and enlarged. It gives 
him the capacity for deep feeling, for rich emotion. Pity the 
boy, therefore, who has wrong ideas of this important function, 
because they will lower his ideals of life. These organs actually 
secrete into the blood material that makes a boy manly, strong, 
and noble. Any habit which a boy has that causes this fluid to 
be discharged from the body tends to weaken his strength and 
to make him less able to resist disease, and often unfortunately 
fastens upon him habits which later in life can be broken only 
with great difficulty. Even several years before this fluid appears 
in the body such habits are harmful to a growing boy. 

To become strong, therefore, one must be pure in thought and 
clean in habit. This power which I have spoken of must be 
conserved, because this sex function is so deep and strong that 
there will come times when temptation to wrong habits will be 
very powerful. But remember that to yield means to sacrifice 
strength and power and manliness. 

For boys who desire to know more of this subject we would 
suggest a splendid book by Dr. Winfield S. Hall, entitled, "From 
Youth into Manhood." Every boy in his teens who wants to 
know the secret of strength, power, and endurance should read 
this book. 








CHAPTER IX 
TRACK AND FIELD ATHLETICS 



Section i 
Section 2 
Section 3 
Section 4 
Section 5 
Section 6 



Basis of Grading for Athletic Events 

Rules for Conduct of Athletic Events 

Scoring Tables 

Suggestions for Boys' Athletic Meet 

Athletic Records 

Christian Athletes 



SECTION 1 

Basis of Grading for Athletic Events 

The weight classification has been chosen for the athletic 
events of this program because it is the most simple, conforms to 
existing efficiency tests, and is most practical for the Leader. 
The following is the weight classification: 

Class I. 60 to 80 lbs. inclusive 80 lb. class. 

Class II. 81 to 95 lbs. inclusive 95 lb. class. 

Class III. 96 to 110 lbs. inclusive 110 lb. class. 

Class IV. in to 125 lbs. inclusive 125 lb. class. 

Class V. 18 years and under 

Weight unlimited unlimited class. 

In rare instances there are boys who are handicapped by a 
straight weight classification. For instance, a boy twelve years 
old weighing 120 lbs. would be outclassed in the 125 lb. class. 
There are a few boys who are given an undue advantage. A 
boy seventeen years old weighing 100 lbs. would outclass any 
boy of fourteen or fifteen in the 110 lb. class. In competition 
with other groups, the straight weight classification should be 
followed, but in competition within the group the Leader, with 
the consent of the group, could make exceptions of these boys 



92 HANDBOOK FOR PIONEERS 

and grade them according to the following averages and clas- 
sifications: 

A summary of study of the average weight of 67,987 boys in 
the United States gives the following results for the varying ages: 

12 years — 69.8 lbs. 15 years — ■ 91.4 lbs. 

13 years — 75.2 lbs. 16 years — 11 1.9 lbs. 

14 years — 82.3 lbs. 

These averages, applied, result in the following age and weight 
classification which may be used: 

Class I. Boys 12 years, irrespective of weight. 

Boys 13 years, under 81 lbs. 
Class II. Boys 13 years, 81 lbs. and over. 

Boys 14 and 15 years, under 96 lbs. 
Class III. Boys 14 and 15 years, 96 lbs. and over. 

Boys 16 and 17 years, under in lbs. 
Class IV. Boys 16 and 17 years, in lbs. and over. 
Class V. Boys 18 years, irrespective of weight. 

Athletic Events Summary 

Class I Class II 

60 to 80 lbs. inclusive 81 to 95 lbs. inclusive 

80 lb. Class 95 lb. Class 

1. One Lap Potato Race 1. One Lap Potato Race 

* 2. Three Lap Potato Race * 2. Four Lap Potato Race 
3. 50 Yard Dash 3-75 Yard Dash 

* 4. 75 Yard Dash * 4. 100 Yard Dash 

5. Standing Broad Jump 5. Standing Broad Jump 

* 6. Pull Up — Four Times * 6. Pull Up — Five Times 

* 7. Running High Jump * 7. Running High Jump 
8. Running Broad Jump 8. Running Broad Jump 

* 9. One Day Hike * 9. One Day Hike 

Eight Miles Ten Miles 

*io. Century Hike *io. Century Hike 

100 Miles in a Year 100 Miles in a Year 

11. Baseball Throw 11. Baseball Throw 

Each event counts a maximum of 20 points 
Total, 10 events, 200 points 

The six starred events are required. Participants may pick 
four of the remaining five to make ten events. 



TRACK AND FIELD ATHLETICS 



93 



Class III 

96 to no lbs. inclusive 

no lb. Class 

1. Two Lap Potato Race 

* 2. Five Lap Potato Race * 2. 
3. 75 Yard Dash 3. 

* 4. 100 Yard Dash * 4. 
5. Standing Broad Jump 5. 

* 6. Pull Up— Six Times * 6. 

* 7. Running High Jump * 7. 
8. Running Broad Jump 8. 

* 9. One Day Hike * 9. 

Twelve Miles 
*io. Century Hike *io. 

100 Miles in 6 Mos. 

11. Baseball Throw for n. 

Distance 

12. Shot Put 12. 



Class IV 
in to 125 lbs. inclusive 
125 lb. Class 
1. Two Lap Potato Race 
Six Lap Potato Race 
100 Yard Dash 
220 Yard Dash 
Standing Broad Jump 
Pull Up — Seven Times 
Running High Jump 
Running Broad Jump 
One Day Hike 

Fourteen Miles 
Century Hike 

100 Miles in 6 Mos. 
Baseball Throw for 

Distance 
Shot Put 



Class V 

Weight unlimited 

18 years and under 

Unlimited Class 

1. Three Lap Potato Race 

* 2. Eight Lap Potato Race 
3. 100 Yard Dash 

* 4. 220 Yard Dash 

5. Standing Broad Jump 

* 6. Pull Up— Eight Times 

* 7. Running High Jump 
8. Running Broad Jump 

* 9. One Day Hike 

Eighteen Miles 
*io. Century Hike 

100 Miles in 6 Mos. 
n. Baseball Throw for Distance 
12. Shot Put 

Each event counts a maximum of 20 points 
Total, 10 events, 200 points 

The six starred events are required. Participants may pk 
four of the remaining six to make ten. 



94 



HANDBOOK FOR PIONEERS 



SECTION 2 
Rules for Conduct of Athletic Events 

Potato Race 

I. This race is run around boxes four inches deep, placed upon 
stands two feet high, whose base shall not measure more than 12 
inches square. They shall be placed upon the floor 31 feet apart 
at their outside edges. The boxes shall not be loaded or fastened 
in any way to the floor. The base of the box is placed in the 
center of a sixteen-inch square (outside measurement), marked 
on the floor. When competition is within the group, a chair with 
tin pail makes a very good box and stand; in inter-group compe- 
tition standard boxes should be used. The runner shall start 
with one potato in his hand on a line with the outside edge of the 
box in which are placed the other potatoes. He shall circle out- 
side the boxes, transferring one potato each for each lap into the 
other box and finish across the starting line. If a runner knocks 
over a box or moves a box so that any part of the base projects 
beyond the square marked on the floor, he shall be disqualified, 
but he may be given one other trial by the judges. No rubber 
or mats of any similar material shall be placed on the floor, but 
the use of resin will be allowed. 





Sprint— Start 



Sprint — Finish 



TRACK AND FIELD ATHLETICS 95 

Sprints 

2. The Distance should be accurately measured with a cotton 
or steel measuring tape. If there are only one or two stop- 
watches, each boy should run alone. It will help the boy who is 
being tested if one or more boys run with him as "pace makers." 

The Start is of great importance. The "crouching position" is 
the most popular. The front foot is placed about six inches 
behind the line; the rear foot is placed so that when kneeling 
the knee is opposite the instep of the front foot. Small holes are 
made in which the feet are placed. When the starter says, "Get 
on the mark," the boy kneels on the knee of his rear leg and places 
his hands on the line. At the command, "Get set," this knee is 
raised slightly and the body is pushed forward a little, the boy 
being on the alert for the report of the pistol or the word, "Go." 
A pistol with blank cartridges or a toy pistol is much better than 
saying "Go" as it makes it easier for the timers as well as for the 
boy. 

The Timers are those who take the time of the runners. Stop- 
watches should be used, as it is impossible to time accurately 
with ordinary watches. The watches should be accurate and 
tested by a jeweler so that they are regulated alike. The timers 
stand at the finish line and start their watches when they hear 
the pistol or the word, "Go," and stop them when the boy whom 
they are timing crosses the finish line. It is an aid to both run- 
ners and timers to stretch a piece of yarn across the finish line 
just where the boys will be able to break it with their chests. 
Two watches should be used for a boy running alone or for the 
first boy when more than one is running. If there is a difference 
between the time of the two watches the slower time is recorded. 
Each boy will be allowed to run but once, unless the person in 
charge allows a second trial on account of the boy's tripping or 
falling or for some unavoidable cause. Considerable experience 
is necessary to time accurately. 

Standing Broad Jump 

3. A piece of wood eight inches wide is sunk level with the 
ground. This is called the "take-off." A line may be made on the 
ground where a board is not used. The boy stands on the board 
so that his toes are just even with the edge. With clenched fist 
he swings his arms forward and backward and jumps so that he 
lands on both feet. If he steps over the edge of the board it is a 
foul and counts as one trial. The jump is measured by placing 



9 6 



HANDBOOK FOR PIONEERS 



the free end of the tape at the edge of the board and measuring 
to the nearest mark on the ground made by any part of the boy. 
If a boy falls or steps backward, the distance measured is not 
where his feet landed, but where he made a mark when he fell or 
slipped back. Care should be taken to have the tape at right 
angles to the board. Each boy shall have three trials and the 
best shall be the one recorded. 



Running High Jump 

4. For this event two uprights, two pins, and a cross-stick or 
bar are required. The uprights may be made of two- by-three- 
inch sticks, six feet in length. Beginning two feet above the 
ground, holes are bored one inch apart. 
The uprights should be placed on the 
ground nine to twelve feet apart. The 
cross-stick or bar should be one inch 
square and ten to fourteen feet in length. 
A rope cannot be used instead of the cross- 
stick. A bamboo fishing-rod is often 
used for the cross-stick. This bar rests 
on five-inch pins or wire nails, which 
project not more than three inches from 
the uprights. The ground is dug up and 
leveled off where the boys will land. 

The bar is placed at the lower limit of 
the weight class and is raised one inch at 
a time. Each boy is allowed three jumps 
at each successive height, and takes his jump in turn. Those 
who fail on their first trial take their second trial in turn and 
those who fail on their second trial take their third in their proper 
order. When a boy fails on this third trial at any height, he is 
declared out of the test and is given credit for the last height 
which he cleared. Knocking down the bar is counted as a trial. 
Running under the bar is a "balk." Three balks are counted 
as one trial. The boy may run any distance and from any 
direction before making his jump. 

The height of each jump is measured by holding the free end of 
the tape so that it just touches the ground directly beneath the 
center of the bar and reading the height on the upper side of the 




Running Hi 



TRACK AND FIELD ATHLETICS 97 

bar or stick. Care should be taken to see that the ground is per- 
fectly level and that the tape is held vertical. 

Running Broad Jump 

5. For this event it is very important to have the take-off 
board sunk level with the ground, so that it is very firm. The 
boy may run any distance, starting slowly and gradually in- 
creasing his speed, and judging his distance so that he will jump 
from the take-off board with one foot and land on the ground on 
both feet. If the boy's foot goes beyond the edge of the take-off 
board, it is a foul and counts as one trial. Each boy has three trials 
and the best jump is recorded. 

The ground should be dug up and leveled off so that the boys 
will not injure themselves when landing. The ground should be 
smoothed over after each jump. The measurement is made in 
the same way as for the Standing Broad Jump. 

Putting the Shot 

6. The shot is a metal ball, a stone, or a bag filled with shot 
weighing exactly eight pounds. It can be made by melting some 
old lead in a cup and trimming it so that it is as round as possible. 
It is "put" with one hand and in doing so, the shot must be above 
and not behind the shoulders. It must not be a throw. A 
"put" is made from a circle seven feet in diameter. The circle 
is marked on the ground and is divided into halves by a line 
drawn through the center. In the middle of the circumference 
on the front half is placed a curved stop-board, four feet long, 
four inches high, and fixed in place by means of pins fastening 
it to the ground. In making a "put," the feet of a boy may rest 
against but not on top of this board. 

A fair "put" is one in which no part of the boy touches the top 
of the stop-board, the circle, or the ground outside of the circle 
and the boy leaves the circle by its rear half, which is the half 
directly opposite the stop-board. A "put" shall be a foul if 
any part of the boy touches the ground outside the front half 
of the circle before the "put" is measured. The measurement is 
made from the inner edge of the stop-board to the nearest mark 
on the ground made by the shot. Each boy is allowed three 
trials in turn and the best "put" is recorded. 



98 HANDBOOK FOR PIONEERS 

Throwing for Distance 

7. This event may be conducted on the road or in a field. The 
starting line is made on the ground. Another line is made fifteen 
feet back of the starting line. In making his throw, the boy 
starts at the back line and runs to the starting line. If he goes 
over the starting line, it is a foul and counts as a trial. 

Each boy is allowed three trials in turn, and the best throw is 
recorded. Only the regulation baseball that weighs five ounces 
and is nine inches in circumference is used for the test. The 
measure is taken from the starting line to the nearest mark on 
the ground. 



TRACK AND FIELD ATHLETICS 

SECTION 3 
Scoring Tables 
Class I. 60-80 Lb. Class 



99 



Pts. 


One Lap 
Potato Race 


Three Lap 
Potato Race 


50 Yard 
Dash 


75 Yard 
Dash 


Pts. 


20 


sec. fifths 

4-3 


sec. fifths 
16.3 


sec. fifths 
6.3 


sec. fifths 
10.2 


20 


19 


4.4 


16.4 


6.4 


IO.3 


19 


18 


5-o 


17.0 


7.0 


IO.4 


18 


17 


5-i 


I7.I 


7-i 


II. 


17 


16 


5-2 


17.2 


7.2 


II. I 


16 


15 


5-3 


17-3 


7-3 


II. 2 


15 


H 


54 


17.4 


74 


H-3 


14 . 


13 


6.0 


18.0 


8.0 


11.4 


13 


12 


6.1 


18.1 


8.1 


12.0 


12 


II 


6.2 


18.2 


8.2 


12. 1 


II 


10 


6.3 


18.3 


8-3 


12.2 


10 


9 


6.4 


18.4 


8.4 


12.3 


9 


8 


7.0 


19.0 


9.0 


12.4 


8 


7 


7-i 


19.1 


9.1 


13.0 


7 


6 


7.2 


19.2 


9.2 


i3-i 


6 


5 


7-3 


19-3 


9-3 


13.2 


5 


4 


74 


19.4 


94 


13-3 


4 


3 


8.0 


20.0 


10. 


134 


3 


2 


8.1 


20.1 


IO.I 


14.0 


2 


1 


8.2 


20.2 


10.2 


14.1 


1 





8-3 


20.3 


10.3 


14.2 






ioo HANDBOOK FOR PIONEERS 

Scoring Tables 
Class I. 60-80 Lb. Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Pts. 


20 


ft. in. 
7-1 


ft. in. 
4-lK 


ft. in. 
14.2 


ft. 
130 


20 


19 


6.1 1# 


4.0X 


13-9 


I27K 


19 


18 


6.10K 


3-n 


134 


125 


18 


17 


6.9X 


3-9K 


12. 11 


I22>^ 


17 


16 


6.8 


3-8K 


12.6 


120 


16 


15 


6.6K 


3-7K 


12. 1 


H7K 


15 


H 


6-5^ 


3-6 


11. 8 


115 


14 


13 


6.4K 


34K 


II-3 


112^ 


13 


12 


6-3 


3-3K 


10.10 


110 


12 


II 


6.i# 


3-2K 


10.5 


IO7K 


II 


10 


6.o>^ 


3-1 


10. 


105 


10 


9 


5-nX 


2.II# 


9-7 


102 >£ 


9 


8 


5.10 


2.10>£ 


9.2 


IOO 


8 


7 


5-8^: 


2.9X 


8.9 


97 l A 


7 


6 


5-7^ 


2.8 


8.4 


95 


6 


5 


5-6X 


2.6^ 


7. 11 


92^ 


5 


4 


5-5 


2.5K 


7.6 


90 


4 


3 


5.3K 


2.4K 


7-i 


87^ 


3 


2 


5-2K 


2.3 


6.8 


85 


2 


1 


5-iK 


2.IK 


6,3 


82>^ 


1 





5.0 


2.0K 


5.10 


80 






TRACK AND FIELD ATHLETICS 

Scoring Tables 

Class II. 95 Lb. Class 



Pts. 


One Lap 

Potato Race 


Four Lap 
Potato Race 


75 Yard 
Dash 


100 Yard 
Dash 


Pts. 


20 


sec. fifths 
4.0 


sec. fifths 
22.0 


sec. fifths 

94 


sec. fifths 
12. 1 


20 


19 


4.1 


22.1 


10.0 


12.2 


19 


18 


4.2 


22.2 


IO.I 


12.3 


18 


17 


4-3 


22.3 


10.2 


12.4 


17 


16 


44 


22.4 


IO.3 


I3.O 


16 


15 


5-o 


23.O 


IO.4 


I3-I 


15 


14 


5-i 


23.I 


II. 


13.2 


14 


13 


5-2 


23.2 


II. I 


13-3 


13 


12 


5-3 


23-3 


II. 2 


134 


12 


II 


54 


234 


113 


14.0 • 


II 


10 


6.0 


24.0 


II.4 


14.1 


IO 


9 


6.1 


24.1 


12.0 


14.2 


9 


8 


6.2 


24.2 


12. 1 


14-3 


8 


7 


6-3 


24-3 


12.2 


14.4 


7 


6 


6.4 


24.4 


12.3 


15.0 


6 


5 


7.0 


25.0 


12.4 


i5-i 


5 


4 


7-i 


25.1 


13-9 


15.2 


4 


3 


7.2 


25.2 


I3-I 


15-3 


3 


2 


7-3 


25-3 


13.2 


154 


2 


1 


74 


254 


13-3 


16.0 


1 





8.0 


26.0 


134 


16.1 






102 



HANDBOOK FOR PIONEERS 

Scoring Tables 

Class II. 95 Lb. Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Pts. 


20 


ft. in. 
1-VA 


ft. in. 

4-5K 


ft. in. 
15.2 


ft. 
154 


20 


19 


7&X 


44 l A 


I4.9 


I5lK 


19 


18 


7-5 


4-3 


144 


149 


. 18 


17 


7-3^ 


4.1^ 


I3-H 


146^ 


17 


16 


l^A 


4.0^ 


13.6 


144 


16 


15 


7-iH 


3.«K 


I3-I 


I4lK 


15 


14 


7.0 


3.10 


12.8 


139 


14 


13 


6.1024 


3-8^ 


12.3 


136^ 


13 


12 


6.9^ 


37K 


11. 10 


134 


12 


II 


•6.8K 


3-6K 


II-5 


131^ 


II 


10 


6.7 


3-5 


11. 


129 


10 


9 


6.5H 


3-3K 


10.7 


126^ 


9 


8 


64K 


3-2^ 


10.2 


124 


8 


7 


6.3>i 


3-iK 


9.9 


121^ 


7 


6 


6.2 


3-0 


9.4 


119 


6 


5 


6.0^ 


2.1014 


8.11 


Il6# 


5 


4 


5-nK 


2.9A 


8.6 


114 


4 


3 


5-ioX 


2.8H 


8.1 


IIlK 


2 


2 


5-9 


2.7 


7.8 


109 


3 


1 


5-7^ 


2.5K 


7-3 


io6>< 


1 





5-6M 


2.4K 


6.10 


104 






TRACK AND FIELD ATHLETICS 

Scoring Tables 

Class III. no Lb. Class 



103 



Pts. 


Two Lap 
Potato Race 


Five Lap 
Potato Race 


75 Yard 
Dash 


100 Yard 
Dash 


Pts. 


20 


sec. fifths 

9-3 


sec. fifths 
27.O 


sec. fifths 

9-3 


sec. fifths 
12.0 


20 


19 


94 




94 


12. 1 


19 


18 


10.0 


28.0 


10. 


12.2 


18 


17 


IO.I 




IO.I 


12.3 


17 


16 


10.2 


29.O 


10.2 


12.4 


16 


15 


IO.3 




10.3 


13.0 


15 


14 


IO.4 


30.0 


10.4 


I3-I 


14 


13 


II. 




1 1.0 


13.2 


13 


12 


II. I 


31.0 


n. 1 


13-3 


12 


II 


II. 2 




n. 2 


13-4 


II 


10 


"•3 


32.0 


n-3 


14.0 


10 


9 


II.4 




11.4 


14.1 


9 


8 


12.0 


33-o 


12.0 


14.2 


8 


7 


12. 1 




12. 1 


14-3 


7 


6 


12.2 


34-0 


12.2 


14.4 


6 


5 


12.3 




12.3 


15.0 


5 


4 


124 


35-0 


12.4 


15-1 


4 


3 


13.0 




13.0 


15.2 


3 


2 


I3-I 


36.0 


i3-i 


15-3 


2 


1 


13.2 




13.2 


154 


1 





13-3 


37-0 


13-3 


16.0 






104 HANDBOOK FOR PIONEERS 

Scoring Tables 
Class III. no Lb. Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Shot 
Put 


Pts. 


20 


ft. in. 
8.0 


ft. in. 

4-7^ 


ft. in. 
16.2 


ft. 
178 


ft. 

34 


20 


19 


7-ioH 


4.6K 


15-9 


175^ 


33 


19 


18 


7-9 l A 


4-5 


154 


173 


32 


18 


17 


7>*X 


4-3^ 


14.11 


I70>^ 


31 


17 


16 


7-7 


4-2^ 


14.6 


168 


30 


16 


15 


7.5H 


4-iX 


14.1 


I65K 


29 


15 


14 


7A l A 


4.0 


13.8 


I63 


28 


14 


13 


7-3 l A 


3.io^< 


13-3 


l60^ 


27 


13 


12 


7.2 


3-9K 


12.10 


158 


26 


12 


II 


7-oH 


3-3>< 


12.5 


I55K 


25 


II 


10 


6.11K 


3-7 


12.0 


153 


24 


IO 


9 


6.ioJ4 


3-5H 


11.7 


150^ 


23 


9 


8 


6.9 


34K 


11. 2 


I48 


22 


8 


7 


6.7^ 


3-3^ 


10.9 


H5>^ 


21 


7 


6 


6.6K 


3-2 


10.4 


143 


20 


6 


5 


6-5^ 


3-oX 


9.11 


I40>2 


19 


5 


4 


6.4 


2.11K 


9.6 


138 


18 


4 


3 


6.2K 


2.10X 


9.1 


I35K 


17 


3 


2 


6.1K 


2.9 


8.8 


133 


16 


2 


1 


6.o^ 


2.7K 


8-3 


130^ 


15 


1 





5-ii 


2.6K 


7.10 


128 


14 






TRACK AND FIELD ATHLETICS 

Scoring Tables 

Class IV. 12=5 Lb. Class 



105 



Pts. 


Two Lap 
Potato Race 


Six Lap 
Potato Race 


100 Yard 
Dash 


220 Yard 
Dash 


Pts. 


20 


sec. fifths 
9.2 


sec. 

33 


sec. fifths 
II. 2 


sec. fifths 
28.0 


20 


19 


9-3 




U-3 


28.2 


19 


18 


94 


34 


II.4 


28.4 


18 


17 


10.0 




12.0 


29.I 


17 


16 


IO.I 


35 


12. 1 


29-3 


16 


15 


10.2 




12.2 


30.0 


15 


14 


IO.3 


36 


12.3 


30.2 


14 


13 


IO.4 




12.4 


304 


13 


12 


II. 


37 


13.0 


3i-i 


12 


II 


II. I 




I3-I 


3i-3 


II 


10 


II. 2 


38 


13.2 


32.0 


10 


9 


II-3 




13-3 


32.2 


9 


8 


11.4 


39 


134 


324 


8 


7 


12.0 




14.0 


33-i 


7 


6 


12. 1 


40 


14.1 


33-3 


6 


5 


12.2 




14.2 


34-0 


5 


4 


12.3 


4i 


14-3 


34-2 


4 


3 


12.4 




14.4 


344 


3 


2 


13.0 


42 


15.0 


35-1 


2 


1 


1 3- 1 




151 


35-3 


1 





13.2 


43 


15.2 


36.0 






io6 



HANDBOOK FOR PIONEERS 

Scoring Tables 

Class IV. 125 Lb. Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Shot 
Put 


Pts. 


20 


ft. in. 
8.7 


ft. in. 
4.9K 


ft. in. 
17.2 


ft. 
23O 


ft. 

37-0 


20 


19 


8-5^ 


4.8X 


I6.9 


226 


35-9 


19 


18 


8.4^ 


4-7 


I6.4 


222 


34-6 


18 


17 


8.3X 


4-5K 


i5.II 


218 


33-3 


17 


16 


8.2 


44K 


15-6 


214 


32.0 


16 


15 


8.0>< 


4-3X 


151 


210 


30.9 


15 


14 


7.IlK 


4.2 


14.8 


206 


29.6 


14 


13 


7.IOX 


4.0^ 


14-3 


202 


28.3 


13 


12 


7-9 


3-nK 


13.10 


I98 


27.0 


12 


II 


7-7^ 


3-ioX 


13-5 


194 


25-9 


II 


10 


7-6K 


3-9 


13.0 


190 


24.6 


10 


9 


7-5'A 


3-7H 


12.7 


186 


23-3 


9 


8 


74 


3-6K 


12.2 


182 


22.0 


8 


7 


7-2^ 


3-5X 


11.9 


178 


20.9 


7 


6 


7-i>2 


34 


11.4 


174 


19.6 


6 


5 


7.0X 


3-2^ 


10.11 


170 


18.3 


5 


4 


6.11 


3.IK 


10.6 


166 


17.0 


4 


3 


6.9H 


3-oK 


IO.I 


162 


15-9 


3 


2 


6.%y 2 


2. 11 


9.8 


158 


14.6 


2 


1 


6.7H 


2.9K 


9-3 


154 


13-3 


1 





6.6 


2.8K 


8.10 


150 


12.0 






TRACK AND FIELD ATHLETICS 

Scoring Tables 
Class V. Unlimited Weight Class 



107 



Pts. 


Three Lap 
Potato Race 


Six Lap 
Potato Race 


100 Yard 
Dash 


220 Yard 
Dash 


Pts. 


20 


sec. fifths 
15.0 


sec. fifths 
32.3 


sec. fifths 
IO.4 


sec. fifths 
26.0 


20 


19 


151 




II. 


26.2 


19 


18 


15.2 


33-3 


II. I 


26.4 


18 


17 


15.3 




II. 2 


27.1 


17 


16 


15-4 


34-3 


"•3 


27-3 


16 


T5 


16.0 




114 


28.0 


15 


H 


I6.I 


35-3 


12.0 


28.2 


14 


13 


16.2 




12. 1 


28.4 


13 


12 


16.3 


36.3 


12.2 


29.1 


12 


II 


164 




12.3 


29-3 


II 


10 


17.0 


37-3 


12.4 


30.0 


10 


9 


17. 1 




13.0 


30.2 


9 


8 


17.2 


38-3 


13.1 


304 


8 


7 


17-3 




13.2 


3i.l 


7 


6 


174 


39-3 


13-3 


31-3 


6 


5 


18.0 




134 


32.0 


5 


4 


18. 1 


40.3 


14.0 


32.2 


4 


3 


18.2 




14.1 


324 


3 


2 


18.3 


41.3 


14.2 


33-1 


2 


1 


184 




14-3 


33-3 


1 





19.0 


4^-3 


14.4 


34-0 






io8 HANDBOOK FOR PIONEERS 

Scoring Tables 
Class V. Unlimited Weight Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Shot 
Put 


Pts. 


20 


ft. in. 
8.IIK 


ft. in. 


ft. in. 
18.2 


ft. 
270 


ft. 
42.0 


20 


19 


8.IOK 


5-oX 


17.9 


266 


4O.9 


19 


18 


8.9 


4.11 


174 


262 


39-6 


18 


17 


8.7^4 


4-9^4 


l6.II 


258 


38.3 


17 


16 


8.6K 


4-8K 


16.6 


254 


37-0 


16 


15 


8-5^ 


4-734 


I6.I 


250 


35-9 


15 


14 


8.4 


4.6 


15-8 


246 


34-6 


14 


13 


8.2^ 


44^ 


15-3 


242 


33-3 


13 


12 


8.1^ 


4-3K 


14.10 


238 


32.0 


12 


11 


8.0K 


4-2K 


14-5 


234 


30.9 


II 


10 


7.11 


4.1 


14.0 


23O 


29.6 


10 


9 


7-9H 


3-11^4 


13-7 


226 


28.3 


9 


8 


7-8K 


3-ioK 


13.2 


222 


27.0 


8 


7 


i-rA 


3-9X 


12.9 


218 


25-9 


7 


6 


7.6 


3-8 


12.4 


214 


24.6 


6 


5 


74K 


3-6M 


11. 11 


210 


23-3 


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A. Events 



TRACK AND FIELD ATHLETICS 109 

SECTION 4 
Boys' Athletic Meet Suggestions 



I. SHORT DASHES 

50 yards 
75 yards 
100 yards 

80 yard low hurdle, 3 hurdle 

80 yard high hurdle, 10 yard start, 15 yard finish, 
6 hurdle 
Sack race 
Walking race 

II. FIELD EVENTS 

Standing broad jump 
Running broad jump 
Running high jump 
Shot put, 8 and 12 lbs. 
Baseball throw 

III. TEAM EVENTS 

Relay races are most interesting events. The stan- 
dard relay is the four-man event, each running one- 
fourth of the entire distance. From the standpoint of 
creating interest and for the younger boys, the short- 
distance relays are most worth while. The shuttle 
method of running relays is a very quick one, as not 
only may runs be used with many variations, but shot 
put and jumps may be run off as relay events by this 
method. The following is an explanation of the relay 
and shuttle types of running relays: 

Relay Type 

The competing teams are lined up in parallel col- 
umns of file, behind a take-off line which is marked 
across the field. The first player in each column, if 
the event be a jump, jumps forward from the mark. 
His jump is marked upon the ground by a sharp stick, 
or if indoors, by a piece of chalk. The column moves 
up, the first jumper goes to the rear of the line, and 
the second jumper toes the mark of the first and jumps 
forward in the same direction as the first jumper 



no HANDBOOK FOR PIONEERS 

jumped. The column moves forward and the third 
jumper jumps from the mark of the second. This con- 
tinues until the entire team has jumped. The com- 
posite jump of the whole column determines the 
distance. Equal numbers of men must jump in each 
column. 

In this type of meet it is necessary to have a very 
long field if you have large numbers in the columns. 
In view of this fact, the events should be selected 
which do not cover too great a distance. The race of 
the relay type, wherein men are stationed at equal 
distances along a given course, is pretty well known. 
The first runner touches off the second; the second, 
the third; and so on. 

In the events of the relay type there should be an 
official for each team. 

Events which can be used in this type of an athletic 
meet are : 

Team relays 

Standing broad jump 

Frog race, in which competitors travel forward in 

frog leaps instead of running 
Standing hop 

Leapfrog jump, in which the down one toes a 
mark while the second takes a frog leap over 
his back for distance and gets down at the 
point where his heels broke the ground, for the 
third jumper to go over his back 
Running broad jump 
Weight-throw in back of neck. Weight is held by 

both hands and thrown backward 
Back jump 

Two standing broad jump 
Standing hop 

Shuttle Type 

Teams are lined up in parallel columns behind a 
given take-off line. It is very essential that this take- 
off line be made prominent and permanent. The 
columns are grouped in pairs. No. I column competes 
against No. 2 column, No. 3 against No. 4, etc. The 
columns should be arranged so that the shortest 
player is in front of each. A good permanent line to 



TRACK AND FIELD ATHLETICS in 

use for the shuttle type of meet is a tennis tape flush 
with the ground. If the event is a jump, the first 
competitor of one team takes his place at the take-off 
and jumps. His record is marked by a line, at one 
end of which is stuck up a sharp stick. The first com- 
petitor of the second column toes the line marked by 
the sharp stick and tries to jump from that position 
back to the original take-off. His jump is marked by a 
line and another sharp stick. The second jumper on 
the team that jumped first toes the mark made by the 
jumper on the opposing team, and jumps in the same 
direction as the first jumper representing his team. 
These two teams compete against each other, one 
team jumping against the other in shuttle fashion, 
until every man has jumped. If the last man to jump 
on the second team fails to come up to the original 
take-off, his team has lost the event; but if he jumps 
and reaches the original take-off line, his team is pro- 
nounced the winner. Team No. 3 is competing 
against No. 4; No. 5 against No. 6; and so on, at the 
same time that Teams No. 1 and No. 2 compete. Two 
officials should act, one to mark the jump of each team. 

Suggested Events: 

Standing broad jump 

Running broad jump 

Three running broad jumps 

Standing hop 

Running hop 

Shot put 

Hop, step, and jump 

Backward jump 

Baseball throw 

Football punt 

Football forward pass 

B. -Suggestions Concerning Athletic Meet 

1. RULES 

Rules governing all events are found in either the 
"Army and Navy Athletic Handbook," Association 
Press; or in the "A. A. U. Athletic Handbook," 
Spaulding. 



ii2 HANDBOOK FOR PIONEERS 

II. SPRINTS 

Mark out the course with either cord or white line. 
The lane in which each man runs should be at least 
three feet wide. Have two finishing posts at the finish 
line. Stretch a line of red wool or worsted from post to 
post to assist the judges. Have all starts and finishes 
plainly marked. It helps very much to have all 
finishes at the same place. 

III. OFFICIALS 

It is necessary to have the following officials. Their 
duties are stated in the handbooks referred to. 
One Referee 

Four Judges of the Finish, if picking three places: 
one to pick first place, two to pick second place, 
one to pick third place 
Two or three Timers 
One Starter 

One Clerkof Course, an Assistant to run field events, 
and an Assistant to help him with track events 
One Announcer 

This is very important, both from the stand- 
point of getting runners out on time and of 
keeping the crowd informed. 
One Scorer and an Assistant Scorer 

If distance events are used or sprints are run 
on an oval track, inspectors would have to be 
placed at the turns. 

If badges are furnished for the judges and 
several marshals or police are furnished, the 
track and field space can be kept clear. Roping 
the field, especially the space at the finish, 
helps in this respect. 

IV. EQUIPMENT 

i. Track Events 

One gun and cartridges for the Starter 

One whistle for the Starter 

One whistle for the Referee 

Numbers and safety pins for competitors 

Red worsted for finish line 

Score sheets for the Clerk of Course, and the 

Scorer, with extra sets for the Assistants 
Stop-watches for Timers 



TRACK AND FIELD ATHLETICS 113 

2. Field Events 

a. Jumps 

Two standards seven feet high 

Six cross-bars of wood or bamboo 

One measuring tape or measuring stick 

One shoveL and rake 

One take-off board, a joist four feet long, 

eight inches wide, sunk level with the 

ground 
One balk line six feet from the take-off 

board 
One soft landing pit, ten feet by twelve 

feet and in line with the take-off 

twenty-five feet long by four feet 

b. Shot Put 

One seven-foot circle 

One curved toe-board, if possible four 

feet long, four and a half inches wide, 

and four inches high 
Iron shots, eight and twelve pounds 
One measuring tape 

c. Baseball Throw 

One regulation baseball 
One measuring tape 

(If measuring tape is not long enough, 
an arch may be marked off on the ground 
at any distance desirable and all throws 
can be quickly measured) 

d. Sack Race 

As many good sacks as will be needed in 
a heat 



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120 HANDBOOK FOR PIONEERS 

SECTION 6 

AMOS ALONZO STAGG 
Yale '88 

The memory of great athletes soon fades and new stars soon 
come on to hold the interest of the public and the boy to whom 
a great athlete is a hero. This is not true of A. A. Stagg, the 
"grand old man" of American amateur athletics. Perhaps no 
man in America has had more to do with raising college athletics 
to a high plane of sportsmanship. 

Stagg first made his place as an athlete in high school at 
Orange, New Jersey, at Phillips Exeter Academy, and then at 
Yale where he graduated in the Class of 1888. While he played 
'varsity football two years, being chosen all-American end one 
year, it was in baseball that he shone especially. During the 
five years that he pitched, Yale won the 
intercollegiate championship each year. 
During his year as captain he won from 
Harvard in two great games. In his last 
year Yale won what were probably two 
of the greatest series of intercollegiate 
baseball ever played, three of her five 
games with Harvard being won by one 
run and three of her four Princeton games resulting similarly, 
the other being a tie. While in college Stagg was urged to play 
professional ball and both before and after graduation was 
offered positions by six major league teams, but refused. 

Stagg's greatest fame has been won as coach and athletic 
director at Chicago University, where he has served more than 
a quarter of a century, partly because of his tremendous influ- 
ence for clean sport and high character. Former President 
Harper said of him: "His intense love for pure sport, his incor- 
ruptible spirit, his indefatigable effort, his broad-minded zeal, 
and his absolute fairness of mind and honesty of heart have ex- 
erted an influence upon western university and college athletes 
that has been felt far and wide and produced results of which 
we may well be reasonably proud." 

Coach Stagg was active in Christian work at Yale, took a 
year's work in the Divinity School, was secretary of the Y. M. 




TRACK AND FIELD ATHLETICS 121 

C. A. two years, attended the Y. M. C. A. College at Spring- 
field, Massachusetts, and as a coach does not hesitate to express 
his convictions regarding Christian character. 

We would covet for every boy in America the rich privilege 
that was ours of chatting an hour with the rugged, weather- 
beaten "grand old man," athlete, coach, and Christian gentleman. 

ARTHUR POE 
Princeton 'oo 

When we think of outstanding Christian athletes one of two 
men who first come to mind is Arthur Poe, Princeton '00. 
During the nineties and the first half of this century, a Prince- 
ton team without a Poe was like the Giants without Christy 
Mathewson. There was Johnny Poe, soldier of fortune, killed 
while fighting for France; then there was Arthur Poe, of whom 
"Bill" Edwards writes: "There never was as much real football 
ability concealed in a small package as there was in that great 
player, Arthur Poe." 

Handicapped by injuries and perhaps 
by lack of weight, he did not make the 
'varsity until his Junior year, but that 
year and the next he made football his- 
tory with a vengeance. Playing end 
against Yale in '98, he grabbed a fumble 
and in spite of a very bad knee ran one 
hundred yards for a touchdown, the 
only score of the game. The next year 

he was again at end against Yale; the score stood Yale 10, 
Princeton 6, with less than a minute to play, Princeton on Yale's 
35 yard line and her drop-kicker out of the game— a hopeless 
situation, but Arthur Poe kicked that goal which then counted 
five points and again he had beaten Yale. It can be taken for 
granted that he was the hero of Princeton that night. That 
year he was chosen by Camp as "ail-American" end. 

One of his classmates writes of him: "Arthur Poe, notwith- 
standing his size and the fact that he was far underweight, feared 
nothing on earth. . . . One of his outstanding qualities has 
always been his modesty." 




122 HANDBOOK FOR PIONEERS 

Poe is a man of unquestioned Christian character, now holds 
a responsible business position, is Junior Warden in the Episco- 
pal Church, superintendent of the Sunday school in that church, 
on the Board of Trustees of the Young Men's Christian Asso- 
ciation, and does not hesitate to go on record before a group of 
older boys as to his belief in prayer and Christian living. 

Joseph c. Mccracken, m.d. 

Pennsylvania 'oi 

It was Thanksgiving Day and Pennsylvania and Cornell were 
playing their annual football game on Franklin Field. No mat- 
ter what the season may be, what the defeats or the victories, 
when the "Big Red" Cornell team journeys to Philadelphia there 
is sure to be excitement. This is the case today and just so it 
was on Thanksgiving Day, 1900. The usual tremendous crowd 
was out and the interest was just as intense as ever. 

The event that remains in the memory of those present was 
not some particular play of the game, but the tribute paid to 
one of the players. One of Pennsylvania's men was injured and 
as he was led off the field the whole vast audience stood bare- 
headed, in silent tribute and admiration. One who has seen 
scores of games says it was the greatest ovation he has ever seen 
given a player. It was a tribute to character as well as to foot- 
ball ability. 

The injured player was Joseph C. McCracken, a Kansas boy 
who while at Pennsylvania made a name for himself in football 
and track. With Hare he played and perfected the famous 
"guards back" play — perhaps the greatest football play ever de- 
vised. He was also captain of the University Track Team and 
broke the intercollegiate record in the shot put and the world's 
record in the hammer throw. His classmates' estimate of him 
is indicated by the fact that he was president of his class four 
years. Undoubtedly he was one of the most popular men ever 
graduated from the University of Pennsylvania. 

McCracken had made the decision for the Christian life in a 
sod church out in Kansas and while in the university he stood by 
that decision. He was president of the University Young Men's 
Christian Association and did a real job. The President of his 



TRACK AND FIELD ATHLETICS 123 

Alma Mater writes about him: "I don't know of any one who is 
a finer Christian than Joe McCracken. His influence as a 
Christian on the campus of the University of Pennsylvania was 
simply marvelous. He has been such a consistent, manly Chris- 
tian that everybody who has learned to know him admires him. 
He is modest, unassuming, and yet very forceful and capable." 

McCracken decided to become a missionary and is now Dean 
and Professor of Surgery in the Pennsylvania Medical School, 
which is the Medical Department of St. John's University, 
Shanghai, China. 

Country boy, great athlete, popular college student, Christian 
leader, missionary — we have an idea that Joe McCracken would 
say it has all been infinitely worth while. 

BRANCH RICKEY 
Ohio Wesleyan '04 

President and Manager, Cardinal Baseball Team 
National League, St. Louis 

Ask any boy in St. Louis who the popular man of the city is 
and there will be no mistaking his answer. If the boy happens 
to be a member of the "Cardinal Knot Hole Gang" his answer will 
come with a bang. The "Cardinal Knot Hole Gang" is just a 
part of a plan for allowing a city to own financially and senti- 
mentally its professional baseball club. Generally a professional 
ball club is owned by one man or a small group of men, who are 
in it for the money and who may even live in another town. Not 
so with the Cardinals, which is simply the name of the St. Louis 
National League baseball team, for the people of St. Louis, lots 
of them, own that team — they bought small shares of stock in 
the organization and the Cardinal Knot Hole Gang is just an 
organization of boys who by meeting certain requirements get 
passes to the games. The boys of St. Louis shout for the Car- 
dinals. 

The leader in the idea is Major Branch Rickey, one of the 
interesting men in professional baseball — interesting because he 
is a leader, has new ideas, makes good on them, and is not afraid 
to stand for the thing he believes in. 



124 



HANDBOOK FOR PIONEERS 




on Sunday. 



Rickey graduated from Ohio Wesleyan Uni- 
versity in 1904. While in the university he played 
Varsity football, basket ball, and baseball and was 
a star in all of them. He was one of the best all- 
round athletes Ohio has ever had. After gradua- 
tion he coached at Ohio Wesleyan, Alleghany 
College, and the University of Michigan. While 
at Michigan his baseball teams were uniformly 
successful. 

During this time he also played professional ball, 
catching for the St. Louis and New York American 
League teams until he was injured and obliged to 
give up playing. One of the things that made him 
interesting at this time was his refusal to play 
Afterwards Rickey became manager and vice- 
president of the St. Louis American League Club and finally 
organized a company and purchased the Cardinals. He is now 
President and Manager of that club — the St. Louis National 
League Club. 

Rickey's college mates swear by him and enthuse over him 
yet; the big league officials thoroughly respect him, and the 
managers know that he will give them a mighty good fight; and 
the boys of St. Louis shout for Rickey and the Cardinals. 

Athletic, managerial, and executive ability, however, are only 
a part of this man's achievements. He holds degrees of Bachelor 
of Arts, Bachelor of Literature, and Doctor of Jurisprudence, 
and at Michigan University Law School he won high honors. 
He was a major in the American Expeditionary Force in France 
in the World War. 

Rickey became a Christian while in college, is now a member 
of the Methodist Church, is on the Board of Directors of the 
Y. M. C. A., and gives all the help he can to work among boys. 
The following is his own attitude on some points: "A clean, 
straightforward, right-thinking athlete is the best. The boys 
who do not play fair with themselves in their training are un- 
certain in their work and do not last. I do not have boys of 
bad habits in my club or in the organization in which I am 
connected. I do not inquire about their religious views or prac- 
tices. I think the strongest have both." 




TRACK AND FIELD ATHLETICS 125 

WILLIAM STEPHEN CHANDLER 
Wisconsin '18 

It is always interesting to delve into the records of athletes of 
former generations. It is especially gratifying to read of those 
men who were great athletes and also men of sterling character. 
Former generations, however, had no monopoly on that type of 
athlete. They are just as prevalent now as then, and we are 
optimistic enough to believe more so. 

Basket ball has come to be a major college 
sport and is occupying an increasingly large 
place in college athletics. In the central west, 
the "Big Ten" University Conference, the 
University of Wisconsin has gained a reputa- 
tion for its winning basket-ball teams. This 
was especially true during the years 19 15 to 
191 8. We were watching a cracking good 
game one night between Wisconsin and an- 
other large university team. There were only 
""""" a few minutes left to play and Wisconsin was 
behind, but there came a rally with a snap and a rush that was 
not to be denied. Wisconsin had the habit and won the game. 
That "habit" was largely built around the center, who stood 
six feet and more and played the game every minute. "Bill" 
Chandler was a star basket-ball man when a member of the 
Robert Waller High School, Chicago. As soon as he became a 
sophomore in the university and eligible, he made the 'varsity 
basket-ball team and played three years, was captain in his 
senior year and for three years was chosen as center of the "All- 
Western Conference" team. The last year he was also captain 
of the Mythical Five. 

Chandler enlisted before graduation and was stationed at 
Great Lakes. Here he also played center and starred on the 
Great Lakes team. Chandler was a grand basket-ball man, one 
of the great ones; he was a good leader and had that battling 
spirit that kept him going against great odds; that he was 
popular among his fellows is proved by the fact that he was 
president of his class, was a member of the Y. M. C. A. cabinet 
and of several honorary fraternities. 



126 HANDBOOK FOR PIONEERS 

Our next look at Chandler after the basket-ball game men- 
tioned above was at a large meeting of older boys where the 
lanky, modest captain was quietly and seriously telling the 
fellows his views of the Christian life. We learned then that he 
had for years been a member of the church, had been president 
of a Sunday school class of about one hundred boys, and that 
during his university days he had been making many talks to 
older boys such as we heard him make. He is living the Christian 
life himself and he believes in telling other fellows about Chris- 
tianity. 

LIEUT. LAURENS C. SHULL, D.S.C. 
Chicago 'i6 

To be a "Three l C " man at the University of Chicago is no 
small achievement. To do that and win the unqualified endorse- 
ment of coach, professor, and pastor as a splendid Christian is 
more; and to give one's life on the bat- 
tlefields of France, being awarded the 
Distinguished Service Cross, would 
seem to be the natural result of a spirit 
of devotion, service, and Christianity. 
This is the record of Laurens C. Shull, 
Chicago '16: When in high school at 
Sioux City, Iowa, "Spike" was captain of the football, baseball, 
and basket-ball teams. In the university he played tackle on the 
Varsity football team, center on the basketball team, and was 
pitcher on the baseball team. He was chosen all-Western tackle 
after playing on the championship football team of 1915. In 
19 16 he was captain of the baseball team. 

It was our privilege to watch Spike in action on the gridiron and 
the basket-ball floor, and we enjoyed it. We have seldom seen 
a finer specimen of physical manhood, but it is not so much 
because of his athletic career that he is included in these lists. 
Star athlete he was, but what men say of him means more. 

One of his professors, commenting on his religious life, said: 
"His God was as essential to him as his clothes." 

General Pershing, in advising the War Department of the 
awarding posthumously of the Distinguished Service Cross to 




TRACK AND FIELD ATHLETICS 



127 



Lieutenant Shull said: "Near Soissons, France, July 19, 1918, he 
led his platoon with brilliant courage in two attacks, was badly 
wounded in a third when with equal vigor he advanced against 
a machine gun nest." 

His university pastor says of him : 

"One evening, I think in his junior year in the university, when 
he had been tackle on the Conference Championship eleven, 
pitcher on the nine, and center on the basket-ball team, he 
knocked at my door in Hitchcock Hall 
and began the conversation by saying 
that he wanted to join our church. He 
explained that he had been having a 
rather stiff time with some things in 
college, and that he had suddenly realized 
that if he did not turn over a new leaf, 
he would not become the kind of a 
Christian man his father was, whom he 
called the finest man he knew. When I 
remarked that if he took this step all the 
university would know about and discuss 
it, he replied that he wanted to nail up 
his flag so that it would never come down, 
and that he would like to be baptized as 
soon as possible. Shortly after, in the baptistry over which our 
service flag now hangs with a gold star in his memory, I baptized 
him. 

"The following Decision Day in our Sunday school, 'Spike' 
Shull told his own story and urged the boys and girls not to put 
off committing themselves to the Christian life so many years 
as he had done. As a result of his moving appeal, many of our 
boys and girls, and also two college graduates of his own age 
who heard it, were baptized and joined the church. 

"At the outbreak of the War, 'Spike' Shull was among the 
first to enter an officers' training camp and among the very first 
to go overseas as a Second Lieutenant in the Regular Army. 
The last letter I had from him, written at the Front, spoke of 
the great difficulty, discomfort, and danger of their situation, but 
went on : 'You can safely say that we are happy. To be among 




128 HANDBOOK FOR PIONEERS 

the first is our desire.' In July, 1918, being then a First Lieu- 
tenant in command of Company G, 26th Regiment, First Divi- 
sion, A. E. F., he led his men in three successive charges on a 
machine gun nest, in the last of which he received severe wounds 
that caused his death on August 5th." 








CHAPTER X 

AQUATICS 

Section i. Swimming 

Section 2. Swimming Records 

SECTION 1 
B. Deane Brink 

Oh, boy! It was great! Never was there anything that 
brought so much joy into life as that "Ole Swimmin' Hole," or 
the "Tank" in the old "Y." The thrill of the splash ! The fun of 
being in the midst of that wriggling, diving, splashing bunch 
of humanity! It was great fun and it brought with it a sense 
of mastery and achievement that made it a real joy. 

Swimming is a fine all-round exercise. Because the body 
lies flat the heart does not have to work as hard to pump the 
blood as when the body is standing up. It tones up the nerves 
and muscles, and because of the yielding surface there are no 
bumps or bruises. The work is evenly distributed, so that there 
is little danger of strain. The poisons which result from the 
breaking down of the muscle cells are thrown out through the 
pores of the skin and washed away. 

But swimming is fine, not alone because it is the best fun 
ever, and makes strong bodies, and washes away dirt and 
poisons. It is so important that a number of schools and colleges 
consider it a necessary part of a boy's education. Education, 
you know, is not just learning a lot of facts. Education is 
learning how to live. To live right one must have will power, 
self-reliance, and courage. Swimming teaches all three. But 
to live right one must add to will power, self-reliance, and 
courage the willingness to serve. 



i 3 o HANDBOOK FOR PIONEERS 

In the great World War the waste in man power was terrible, 
but few boys realize that in peace times there are enough people 
who drown every two months to man a large battleship. In the 
United States and Canada alone each year more than twenty 
thousand people lose their lives in preventable drowning acci- 
dents. 

It is because we are accustomed to this terrible waste of life 
and so few are prepared to help that we go about thinking little 
and caring less about its prevention. 

Every boy should learn to swim because: 

1. It is the duty of every American boy to be prepared to 
save his own life and the life of others. 

2. It is the best known form of physical exercise. 

3. It is great fun. 

But dog-paddling around in a "crick" or pond does not always 
make good swimmers. In fact, bad swimming habits learned in 
the "Ole Swimmin' Hole" stick through life, and lots of real fun is 
lost because the swimmer tires easily 

£- and cannot seem to do the crawl, 

Njmi|Pffi3i breast, and other strokes as others do 
^^£«-^them. He has not learned the A B C 
and arithmetic of swimming. It is as 
easy to learn to swim as "falling into 
the water." If a boy has strength 
enough to stand, is possessed of an 
average amount of brains, and can get to where there is enough 
water to float him, he can learn to swim. In fact, it is possible 
to learn the most important things about swimming with only 
a washbasin of water and room to fling the arms and legs around. 
Swimming is hard only as it is made so. Success depends upon 
oneself and the attitude taken toward the water. There is only 
one real reason why any person cannot swim, and that is F-E-A-R, 
Fear. In very young children this condition does not exist, but 
the average person, who though he has had the opportunity yet 
cannot swim, is unable to do so because at some time in his life 
he has been shocked or frightened either by being "ducked" or 
splashed, by being pushed or by falling into the water, or by 
hearing, reading about, or actually having a part in a boating or 
drowning accident. 




AQUATICS 



131 



Five Laws of Swimming 

In learning to swim, dive, and save life there are five things 
to remember. Five. Count them on the thumb and fingers 
of your hand: (1) confidence; (2) breathing; (3) balance; 
(4) relaxation; (5) coordination; and the greatest of these is 
confidence. When confidence comes in, "Old Man Fear" goes out, 
and with this nuisance out of the way the rest is easy. One of 
the things that will help in gaining confidence is to realize that 
for the time being the beginner is going into a new element, 
the home of Mr. and Mrs. Fish, and must therefore learn to "feel 
at home" in the home of the fish, and pay them and their home 
all the respect that is ordinarily given to one's human friends. 
It will also help create confidence to know that, like the fish, 
you cannot sink or drown provided your lungs are kept full of air. 
This sounds silly, but think it over. Another thing to remember 
in learning to feel "at home in the water" is that familiarity 
breeds "content," and when contented one is at ease and relaxed. 



The Easiest and Best Stroke to Learn 

Many instructors have evolved many systems, but one of the 
best, because both scientific and natural and therefore easy, 
and because it has brought remarkable 
results, is the one here given. It is so 
easy and natural that any boy can learn 
it. A year ago at a summer camp a boy 
of fifteen who, through an accident, had 
had his leg cut off at the hip, learned 
within ten minutes to swim twenty-five 
feet. The beauty of it is that the move- 
ments can be learned by means of a land , 
drill without much effort. The timing 
and movements of the arms and legs 
closely resemble the dog paddle or primi- 
tive man's natural stroke. It is inter- 
esting to note this style of swimming 
shown on old Assyrian monuments many 
years before Christ. After this funda- 
mental crawl stroke is mastered and a boy 




132 



HANDBOOK FOR PIONEERS 



has learned to feel "at home in the water," the breast, back, 
crawl, and side strokes can be learned. 



Breathing 

The beginner should go into the water about waist deep and, 
if learning in a large body of water, always face the shore or 
teacher. Now to learn how to breathe — for remember that in 
entering the home of the fish the swimmer must adapt himself 
to a new home or environment. He must breathe as the fish do. 
In the majority of swimming strokes the head is held face 
down in the water, the air being gasped in through the mouth as 
the head is turned sideways up, and breathed out through the 
nostrils as the head is turned face down. The reason for this is 
that the swimmer can in a given space 
of time get more air into the lungs 
through the mouth than through the 
nose. Also, if the water was inhaled 
through the nose it would irritate the 
lining of the nasal cavity. To learn to 
breathe properly, place hands on knees, 
turn the head sideways up, and through 
the mouth gulp or gasp the lungs full 
of air. Then turn the head face down 
and blow the air out through the nose. 
Repeat this on two counts, keeping the 
rhythm as in music, one, two, one, 
two, etc., gradually bringing the face 
near and finally into the water until 
able to breathe out against the water 
resistance. Never forcibly submerge 
the face and body. This is likely to 
make the body rigid. This is wrong, as 
relaxation is absolutely necessary if 
one is to feel "at home in the home of the 
fish." Step two, then, is to learn to have 
the face in the water, first with eyes closed, and then open. 
Stand as before with hands on knees, turn head sideways up, 
gulp lungs full of air, then place the head gently in the Water 
face down, hold it in this position for a few seconds, and then as 




AQUATICS 133 

gently remove head, face down, from water. As the face leaves 
the water open the mouth wide. Do this to allow the few drops 
of water which have been forced up through the nose into the 
head cavities to flow out of the mouth rather than down into the 
stomach, causing nausea and fear. This is important; remem- 
ber it. 

It will help in developing confidence if the beginner will 
open his eyes after placing the face in water and try to count 
pebbles held in the hand or to count the extended fingers. This 
distracts the attention from any unpleasantness and introduces 
an element of interest. 

Balance 

As the greater part of our working hours is spent in an upright 
or vertical position or plane, we have through the years developed 
certain habits of balance and have trained our muscles, bones, 
and nerves to hold the body up straight. Now since the beginner 
is trying to learn how to act, breathe, and move like a fish, he 
must learn to move in the home of the fish not standing but 
lying down. In other words, he must form new habits of balance, 
for no fish other than the horse-fish swims standing up on end. 

To learn to balance, the beginner will imitate a floating 
turtle. This is done usually after the first trial and really 
marks an important step in learning to swim, ' for once the 
sensation of balance and floating flashes on the mind of the 
beginner, progress is rapid. In water up to the chest, with the 
hands on knees, bend the knees until water reaches the chin. 
Then turn the head sideways up, gulp a lungful of air, turn the 
head, chin down on chest, reach hands down, and grasp shins 
halfway between knees and ankles and pull knees up tight to the 
chest. The feet will leave the bottom and the body will float in 
a fine example of a turtle. It will not sink. To return, release 
grasp, drop feet to bottom, raise head, face down, open mouth 
and eyes, but do not straighten body until water is out of mouth. 
Because the human body weighs almost the same as an equal 
body of water and therefore weighs practically nothing in the 
water, and because it is held up by about two hundred cubic 
inches of air contained in the lungs, it is impossible for the body 
to sink. Try it, push a person imitating a floating turtle to the 



134 HANDBOOK FOR PIONEERS 

bottom and immediately he will return to the surface and remain 
so until the air is exhaled from the lungs. 

Relaxation 

Further to develop balance and bring about relaxation, 
imitate a jellyfish by taking a coasting plunge as follows: 

Bend knees until water reaches the chin, turn head sideways 
up and gasp lungs full of air, then turn head face down between 
extended arms, get a good purchase with the feet on the bottom 
or, if in an indoor pool, with one foot against the side, push off 
face down, arms extended in front with wrists hanging down and 
limp, let legs trail along slightly spread. If in clear water keep 
the eyes open. This will help him to know he is actually moving 
ahead and will of course increase his confidence. In this coasting 
or floating plunge the natural buoyancy of the body is very 
noticeable. As soon as the momentum stops and the legs 
begin to drop, draw the knees up to the chest and then drop them 
to the bottom, at the same time sweeping the arms sideways until 
wide apart, then with a swift movement bring them together 
with palms of hands facing. As the hands are brought together, 
forcing a wedge of water away from the body, raise the head, 
but keep the face down with mouth open to allow water to escape. 
Remember this is the proper way to regain your balance, for 
every movement helps to place the beginner in a standing 
position. Try and overcome the tendency to rub the water 
from the eyes as it tends to make the body rigid. Our aim, you 
know, is relaxation, and with relaxation comes confidence. 
Do not hurry — take plenty of time in all the movements. The 
beginner now has splendid confidence. 

He has learned: 

i. That the water is his friend and that he actually feels at 
home in the home of the fish. 

2. That he positively will not sink so long as his body is 
relaxed and his lungs kept full of air. 

3. That given a push his body will float in the direction of 
the push. 

4. That if he wants to regain his balance he just stands up, 
pushing back against the water with his hands. 



AQUATICS 135 

5. That he will not feel "sick to his stomach" if on taking his 
head out of the water he holds his face down and opens his 
mouth. 

Our swimmer now has confidence, knows how to breathe, has 
acquired a new sense of balance and knows how to relax. What 
has seemed the most difficult thing in the world is now as "easy 
as pie" and all that remains is to teach his legs and arms to work 
together, or coordinate (Fig. 1). 




Fig. 1. Crawl stroke 



Coordination — Leg Movements 

Coordination, then, is the last step. A fish, frog, motor boat, 
or a human fish is actually kicked through the water. The 
fins of the fish and the arms of the human help in getting this 
result. To learn this leg kick, lie down in the water, facing 
shore, with the hands or elbows resting on the bottom, or if in 
an indoor pool, lie over the edge with the feet in the water or 
lie over a stool or chair with hands resting on the floor, keeping 
the chest and knees on the same level. Kick the feet alternately 
up and down with little or no hip motion. The feet are moved 
about six inches up and down with the toes turned in and the 
feet kept only a few inches apart, the major action being centered 
in the knees. Any flexing or bringing of the thigh forward stops 
progress. Therefore make a slow, easy, alternate up, back, and 
down movement of the leg and foot. * Do not hurry, take your 
time. Hurry makes the muscles tired and rigid and leads to 
shortness of breath. When able to do this elementary scissor 
kick return to water about chest deep, face the shore, take a deep 
breath as described, and with head face down between the 
extended arms give a strong push from the bottom or side of 
pool. As the body glides forward, start the kicking or scissor 



136 HANDBOOK FOR PIONEERS 

movements of the feet and legs. Keep this up until necessary 
to breathe, then regain the balance as described. Do not reach 
or push down with the hands, for a body . in the water will 
always follow the direction of the hands and arms and instead 
of regaining one's balance the body will sink head first. If the 
water is clear and the eyes kept open the beginner will realize 
with joy that he is now making headway under his own power. 
He is swimming, for swimming is the ability to move in the water 
in a definite direction. 

Arm Movements 

Now for the arm or paddling movements. In water about 
waist deep (this exercise may also be done as a land drill), stand 
with feet well braced, one in front of the other, and bend the 
body at the waist until the chest is about on a level with the 
surface of the water, the left arm extended front with the palm 
turned down and the wrist slightly bent, the right arm extended 
back with the palm turned up. Now with a rolling movement of 
the body imitate a windmill, keeping the arms the same relative 
distance apart, one hand gripping and pulling as the other leaves 
the water. After this movement becomes easy return to water 
chest deep, take a deep breath, as described, and with head face 
down between the extended arms give a vigorous push with the 
feet from the bottom or side of the pool and before the momen- 
tum of the body stops start the windmill movement of the arms. 
The legs should trail along relaxed — as the body rolls they will 
unconsciously move slightly up and down in a rudimentary 
scissor movement. Keep the legs together and the toes pointed 
back. In this arm movement do not attempt to move the legs. 
Let them, like the cow's tail, "trail behind." Keep the fingers 
together so that the hand is cupped and resembles the blade 
of a spoon oar. Be sure that the hand is bent down at the wrist 
so that the swimmer gets the benefit of the pull as soon as the 
hand enters the water. As suggested before, it is a good plan 
to keep the eyes open so as to watch the arms and also the bottom 
of the pool to see how fast he is moving. Be sure to pull all the 
time the arm is in the water and that it does not leave the water 
until it reaches the hip. In other words, do not make the stroke 
choppy. Again remember to take plenty of time and when out 



AQUATICS 137 

of breath regain the balances as described. All that remains 
now to do is to put together or coordinate the leg and arm move- 
ments and the swimmer will then feel completely confident and 
from this point on his expertness and happiness will depend upon 
practice. 

Combined Leg and Arm Movements 

Now to complete the mechanics of swimming and put to- 
gether everything learned about this health-giving, joy-making, 
character-building sport. After taking a big bite of air, bend 
the knees and give a good strong push forward and, before the 
momentum stops, start the leg scissor kick; then after a few 
kicks begin the windmill movement of the arm. Begin by taking 
a half-dozen strokes and then add more until able to continue 
until the breath gives out. As stated before, the swimmer fills 
his lungs by turning the head sideways and biting off a big 
chunk of air, exhaling or blowing the air out again through the 
nose when the head is face down in the water. 

Breathing and Stroke 

Now to combine the breathing with the stroke. When the 
swimmer feels compelled to breathe, say after about the sixth 
stroke, as the right arm leaves the water at the end of the stroke 
force the air out through the nose, then turn the head sideways 
up and bite off another lungful of air and as the right hand 
again enters the water turn the face down into the water. Some 
swimmers find it easier to turn the head to the left. In this 
case breathe as the left arm leaves the water. After the move- 
ments and breathing become easier, the leg movement should 
begin at the hip with a snapping action. The legs should not be 
held stiff but controlled enough to prevent sloppy action. The 
number of leg drives for each arm stroke depends upon the build 
of the swimmer. Find the number best suited and stick to 
that number. 

Artificial Aids 

Now a few words about artificial aids or supports in swimming. 
Any floating devices, such as belts and pulleys, trolleys, poles, 
and buoys, except in very rare instances, are unnecessary and 



138 HANDBOOK FOR PIONEERS 

very doubtful helps. They serve only to give a false sense of 
security and actually retard the advance of the learner. .Where 
the coordination is extremely poor, small compact light fabric 
water wings may be used, but if the suggestions given here are 
faithfully carried out there will be no need of any artificial sup- 
port. The use of an artificial support shows that there is not the 
proper confidence. In this system the swimmer will learn to 
trust the water as a friend. He knows that if the lungs are full 
of air and his muscles are relaxed he cannot sink and that it is 
easy and natural to paddle and kick. If he paddles and kicks 
his body face down through the water, he offers the least resist- 
ance to the water and therefore moves faster than with any 
other stroke. He is thrilled with the joy of doing. He has gotten 
self-reliance, health, strength, character; has learned something 
that may prove to be the means of saving his own or other 
precious human life; and, finally, he has learned how to teach 
others to swim — a real service. 

Breast Stroke 

After having learned to swim by the easiest and most natural 
method the swimmer should give attention to other strokes 
which have real value, as, for instance, in life saving, when 
necessary to dive from the surface or swim under water in 
giving help to a tired swimmer, the breast stroke is very useful. 
This is a very complicated stroke but can be mastered easily 
after having learned to feel "at home in the water," for he can 
now give all his attention to the movements. Until 1916 this 
was a very slow, tiresome stroke. It often produced headache 
and the swimmer could go but a short distance before getting 
winded and tired. The headache was largely due to having to 
hold the head back on the shoulders at an unnatural angle in an 
attempt to keep water from splashing into the mouth. This 
unnatural position interferes with the proper circulation of the 
blood in the neck and head and causes congestion. By adding a 
long glide at the end of the stroke, with the arms and legs ex- 
tended and the face submerged, a much easier and faster stroke 
has resulted. It is well in learning the breast stroke to prac- 
tice it first as a land drill, so that on entering the water the 



AQUATICS 139 

movements will be mechanical and allow the swimmer to give 
his whole attention to proper breathing, etc. 

Breast Stroke — Leg Movement 

Standing Position 

1. Raise the left knee, directing it sideways, the heel of the 
left foot touching the inside of the right knee, toes pointing 
downward. 

2. Straighten and lower the left leg by a backward, downward 
movement until the big toe of the left foot touches the floor 
about one pace to the left side. 

3. Draw the foot with a snap toward the right foot. Do 
these three movements several times until they become natural 
and easy. 

Breast Stroke — Arm Movement 

Standing Position 

In this the position of the hands is important. Hold the 
fingers close together, thumb against the first fingers, extended 
straight, the palm of the hand slightly cupped. With the hands 
in this position extend the arms in front as far as it is possible to 
reach. 

1. Turn the backs of the hands together with the elbows 
straight; sweep the arms back until they are a little beyond a 
straight line across the shoulder. 

2. Bend the arms and bring them edgewise to the front of 
the chest so that middle fingers meet, palm down, at a point 
midway between the chin and breast, elbows close to side ribs. 

3. Shoot the hands forward to position. 

Breast Stroke — Combined Leg and Arm Movement 

Standing Position 

Start with the feet together and the arms extended front. 

1. Sweep arms back until slightly beyond a line across the 
shoulders and raise the left or right knee until the heel of the 
raised foot touches inside of the opposite knee. 

2. Bend arms, hands to chest, straighten and lower raised 
leg to floor, one pace to the side. 



140 HANDBOOK FOR PIONEERS 

3. Shoot hands forward, palms down to position in front and 
snap extended leg toward other foot. Do this until leg and arms 
work together smoothly. 

These movements may also be practiced lying across a bench, 
stool, or chair — the arm movements as above described, the leg 
and combined movements as follows: 

Leg Movements 

Lie face down across bench, legs straight. 

1. Draw up both legs, spread the knees and bring the feet 
together, big toes touching. 

2. Extend both legs sideward and out wide apart. 

3. Snap the legs and thighs together to starting position. 

Combined Leg and Arm Movement 

Lie across bench with legs and arms extended, feet together, 
palms down. 

1. Turn hands back to back and sweep arms back to slightly 
beyond a line through shoulders, at the same time drawing up 
the legs with knees spread and feet together. 

2. Bring hands to chest and extend legs sideward, out, and 
wide apart. 

3. Shoot hands to position in front, palms down, and snap 
legs together, finishing the stroke. 

Breast Stroke in the Water 

After the swimmer has learned the movements of the breast 
stroke, enter the water breast deep. Take a deep breath through 
the mouth, bend the knees, give a vigorous push off, face down 
so that the water is just below the eyes, body floating with legs 
and arms extended. Before the momentum stops sweep the 
arms back to just beyond the shoulders and draw the legs up, 
knees spread, feet together. Then as the hands are brought to 
the chest, extend and spread the legs wide apart. The stroke is 
finished by shooting the hands ahead and whipping the legs to- 
gether with a snap. At this point the body relaxed glides for- 
ward, the air being blown out through the nose. When ready 
for the next stroke, raise the head forward, bite off a chunk of 
air, lower the head, and repeat movements as above. If desired, 
this stroke may be executed without having the face in the water, 



AQUATICS 141 

but because of the neck strain the swimmer is likely to tire 
much more quickly. 

Back Stroke 

There are several kinds of back strokes and the swimmer 
should know how to do each of them. This stroke is not only 
essential in life saving but is useful in getting out of weeds and 
eel grass; also, when tired, a change to the back stroke will 
quickly rest the swimmer. This stroke can be learned as a land 
drill. 

Underarm Back Stroke — Land Drill 

Underarm Back Stroke — Leg Movement 

Lie on back on the floor or on a long bench. 

1. Draw up legs, knees spread, feet together. 

2. Extend and spread the legs wide apart. 

3. Whip or squeeze the legs together with a snap. 

Underarm Back Stroke 
Arm Movement 

Start with the hands at sides of thighs, palms in. 

1. Draw arms up, elbows close to ribs, hands on chest. 

2. Extend the arms wide apart. 

3. Sweep the arms, elbows straight down to the thighs as in 
the starting position. 

Combined Leg and Arm Movements 

1. Draw legs up, knees spread, feet together. At the same 
time raise the arms, elbows to ribs, hands to chest. 

2. Extend and spread the legs wide apart and shoot arms out 
sideways on a line with the shoulders, thumbs up. 

3. Whip the legs together and sweep the arms, elbows straight, 
down against the thighs. 

Underarm Back Stroke in the Water 

In water breast deep, bend the knees and with head held back 
and arms loosely held, take a deep breath and give a vigoous 
push slightly up and back. Allow the body to float for a moment 
on the back, then do the movements as described under the land 
drill combined leg and arm movements. Exhale through the 
nose at the end of the stroke. Inhale through the mouth as the 



142 HANDBOOK FOR PIONEERS 

stroke begins. It is a good plan to practice swimming with dif- 
ferent leg and arm combinations. For making rescues this stroke 
is indispensable. For speed and long distance events the back 
crawl and back double overarm strokes are used. 

Treading Water 

Very often in making rescues it is necessary to use both hands 
in turning the person on his back. To do this allow the feet to 
sink until the body is upright, then with a loose knee action 
move the feet and legs as if riding a bicycle. This will be found 
to be a very useful stunt. 

Sculling 

Sculling is moving forward or backward, face down or on the 
back, using a wrist, forearm, and shoulder movement only. 

Head First on Back 

To scull head first, on the back, drop the head slightly back, 
with the hands and arms at the sides, hands bent up at the wrist. 

Work the hands with a short side-to-side sweep and push, 
much as a Venetian gondolier or a dory fisherman uses his 
single oar. 

Feet First on Back 

Same position, except that the hands are bent down at the 
wrist and pulling with the side-to-side movement instead of 

pushing. 

Feet First on Face 

With arms extended, elbows straight, hands bent up at the 
wrist, wave hands from side to side, and push as described in 
"Head First on Back." 

Diving 

Swimming without knowing how to dive is like eating griddle 
cakes without syrup. 

Really to enjoy the water and be thoroughly equipped for life 
saving every boy should be able at least to do the simple dives. 
At Futtepore, India, the Hindu boys jump from the old temple 
ruins, sometimes as high as eighty feet, into a deep well. The 



AQUATICS 



H3 



jump is made feet first, right hand holding the nose, the left 
hand held close to the body. 

Diving was introduced into England by the Swedes and was 
used only in a business way. They, like the Hindus, were skilful 
in high diving. The pearl divers of the Persian Gulf and around 
Ceylon can go to great depths, but the Americans were the first 
to take the honors in fancy diving. 

The things needed in good diving are confidence, coordination 
or body-control, balance, the ability to think and act quickly, 
and patience. Many make the mistake of attempting the hard 
dives before learning the simple front or forward dive. As shown 
elsewhere, "Old Man Fear" must first be "licked to a finish." This 
can be done in the following manner: 

First, jump feet foremost from the edge 
of the pool. After one or two trials, have 
the pupil crouch with knees bent, hands 
extended, thumbs locked and, with the 
head kept between the arms, fall forward 
into the water. Repeat this exercise with 
a springing movement of the legs, the body 
entering the water at an angle of about 
forty-five degrees. The tendency, for the 
beginner, is to lift the head and straighten 
the body as it nears the water, executing 
what is technically known as a "belly-whop- 
per." This can be overcome by inclining the 
head forward between the extended arms. 

Arthur McAleen, of the N. Y. A. C, a title holder and au- 
thority on diving, says: "In every dive, plain or fancy, straight 
or twisting, the head is the controlling factor, for its weight and 
position give it the power to direct the entire body while in 
flight. Not only may the angle of ascent or descent be altered 
by moving it up or down, right or left, but a vigorous motion is 
almost sufficient in itself to enable the diver to perform any 
desired stunt in mid-air, be it somersault or a twist. This 
should be remembered for it really is the secret of success in 
fancy diving." 

After the beginner has developed sufficient confidence to dive 
from the water's edge, he may then be instructed to practice 




Front dive 



144 HANDBOOK FOR PIONEERS 

the plain front or forward dive from a height. To execute the 
front or forward dive properly, take the following position at 
the edge of the diving board or take-off: head up, chin in, chest 
out, hips back, feet together, toes just over and gripping the 
end of the board. Place hands on thighs just below the hips, 
raise high on toes, balance the body momentarily in this position, 
then slightly bend the knees and leap or spring up and out with 
head up and back arched, showing a slightly concaved line from 
the back of the head to the heels of the feet, the legs straight, 
feet extended, and toes pointed back. As the body begins to 
fall, the head is dropped, the arms are extended and, with fingers 
closed and thumbs locked, the body assumes very nearly a 
straight line and enters, or should enter, the water at an angle of 
about ninety degrees. The mistakes usually made are keeping 
the head up and landing flat on the chest or bending the head 
too quickly, which results in throwing the body over and striking 
the water with the back of the thighs or legs. The standing dive 
should be mastered before attempting the running forward or 
front dive. The running front dive is required in competition. 
The position of the hands and head is important in determining 
the depth of the dive. The head bent forward on the chest 
and hands bent sharply downward at the 
wrist will cause the body to descend. The 
raising of the head and hands sends the 
body to the surface. 

The "run" should be a short one — three 
or four steps — alighting with all possible 
force with both feet on the extreme end of 
the board. In the running forward spring 
backward dive ("salmon," "comeback," 
"Dutchman") the take-off is made from 
one foot. 
The various forward combination dives, known as the "swan," 
"swallow," "butterfly," etc., are now classed as plain forward 
dives. The development of the backward dive is the same as the 
forward. First, stand on the take-off with the back to the water 
and jump off backward, feet foremost, into the water. Next, 
take the fundamental position as described in the forward dive, 
but with the hands extended overhead, palms front, thumbs 




AQUATICS 



H5 



locked, and back toward the water. Bend backward as though 
trying to touch the water; allow the knees to bend, keeping the 
head held back and between the arms, and push off. After a few 
trials, again take the position with hands below thighs and, with 
a quick up-heaving movement of the arms, head, and chest, 
leap or spring up and out and, as the body falls, bring hands 
together thumbs locked, the body entering the water in as 
straight a line as possible. 

The remaining two dives, which complete the standard dives, 
are known as the "jackknives" — so named because while the 
body is in the air bent forward, with feet and hands touching, 
the legs are brought back into a line with the body, imitating 
closely the sudden opening of a knife blade. 





Front jackknife. 



Back jackknife. 



The forward or front jackknife dive may be executed either 
standing or with a run. A preliminary exercise of bending for- 
ward, touching the toes, and then suddenly bringing the body 
into an erect position, hands overhead, is an excellent one and 
should be practiced before attempting the dive. 

Assume the fundamental position, then bend the knees 
slightly, leap up and out, but be careful not to land more than 
six feet from the end of the springboard as this is the distance 



146 HANDBOOK FOR PIONEERS 

within which the body must enter the water. When the body 
in its upward spring reaches its highest point, it must bend 
quickly at the hips, touching toes, and, as it descends, the legs 
are snapped back and upward, feet together and toes pointed 
as in all head foremost dives. The head should be held between 
the extended arms, hands and fingers extended and thumbs 
locked, the falling body presenting the least resistance possible 
to the water. The speed acquired in the running front or for- 
ward jackknife is quite apt to take the diver beyond the six- 
foot limit; therefore the emphasis should be placed, not so much 
upon the run, as upon the jump down upon the board for the 
upward spring. The backward jackknife is the most difficult of 
the standard or set dives. Begin by taking the position as in the 
back dive, then jump backward, feet foremost. After a trial or 
two the pupil, in position with arms extended to the front 
horizontal, palms down, and {numbs locked, should spring up 
and far enough back to clear the board in the descent. The rest 
of the dive is the same as the forward jackknife. 

LIFE SAVING 

Having learned to swim by this method any boy is now able 
to do four things. First, he is able to help people who are drown- 
ing, and can save his own life. Second, he can develop a strong, 
clean, supple body. Third, he can have more real fun and rec- 
reation than the fellow who cannot swim. But best of all he 
can prevent drowning accidents and make others happy by 
teaching the "other fellow" to swim. 

Now to learn the easiest, quickest, and best way to help 
anyone in danger in the water. 

The Approach 

As in learning to swim, confidence is the key to success. 

If possible to slip off coat, pants, and shoes, do so. If not, as 
in the case of a person falling from steamer or boat, the rescuer, 
in order to be close to the victim, will save time by jumping in 
immediately and taking off his clothes while in the water. If 
the coat sticks, button tightly. Do not take off coat if wearing 
suspenders and no vest. The suspenders will cause trouble by 
sliding down. 



AQUATICS 147 

If entering the water from the beach, run in knee-deep and 
then take a long dive and swim with an easy stroke, keeping the 
drowning person in sight, if possible. Where there are weeds, go 
slowly in the direction of the stream. If caught in grass, scull 
out; use hands only. If making the rescue from a height where 
the depth of the water is unknown, it is best to drop feet first. 

In approaching the drowning person or persons speak quietly 
but firmly. If more than one is in danger, take the one in great- 
est distress. The object is to get the drowning person in some 
position for towing. The best position is on the back so that the 
person cannot grasp the rescuer. The different holds and their 
breaks, which will be described, should be practiced on land and 
in the water. 

It is best to get behind the drowning person, but if not pos- 
sible, reach out and grasp the nearest hand — keeping out of his 
clutches — tread water and pull straight to you, throwing the 
victim on the back in a floating position. Sometimes it may be 
necessary to dive under the person so as to grasp him from the 
rear. If an attempt is made to grasp the rescuer, stay away — 
let him fight the water. 

Wrist Hold 

If grasped by a drowning person, the grip most likely to be 
taken is the hold on the rescuer's wrists, thumbs up. This is 
easy to break by suddenly raising the arms, elbows out, then 





148 



HANDBOOK FOR PIONEERS 



quickly thrust hands in, down, and out (Fig. 2). The pressure 
against the drowning person's thumbs breaks the hold. In break- 
ing away immediately grasp the person's wrist and turn him 
around on the back ready to tow. Do this in all breaks. 

Neck Hold, Both Arms Front 

Place right hand against person's right lower jaw and nose, 
left hand under his right elbow (Fig. 3). With a quick push 
against face, lift under elbow, and turn him on his back ready 
to carry; or, if necessary, raise elbows, hands down, fists closed, 
with thumbs straight and held stiff against close-clenched index 
finger, and jab thumbs down against person's lower ribs. 




Fig. 4 



AQUATICS 



149 



Strangle Hold, Rear 

Raise arms crossed, ♦ right over left. With right hand grasp 
person's right little ringer. With left hand grab person's left 
little finger. With a quick jerk and bump back with buttocks 
pull person's arms wide apart and get behind and carry (Fig. 4). 

Shoulder Hold, Front 

Throw arms, elbows straight, sideways up and overhead, at 
the same time that you sink down, grasp right arm and get behind 
him, swim on back and carry him in floating position by two- 
hand hold. 

Shoulder Hold, Rear 

Throw arms sideways up overhead, duck, grab person, and 
swim as above. It is well to note that the thumb counter, i. e., 
jabbing stiff thumbs against lower ribs, is very effective. Be 
careful in practice. Always follow a release by towing. 

Towing a Person 

Towing a person, of course, is not so dangerous as having to 
break the holds. One of the very easy methods is to grasp the 
person by the hair or clothing with one hand, towing him on the 
back, with one arm and kick for propulsion. 

Head Carry 

After a person is turned on back, tow by placing the hands 
over his ears, fingers extended down along the lower jaw, the 
head tilted slightly back (Fig. 5). Keep the water out of the 
ears — it helps to restore confidence. 




Fig. 5. Head Carry 



150 



HANDBOOK FOR PIONEERS 



Underarm Carry 

When on back place the heels of the hands alongside the body 
ia the armpits, the fingers extended (Fig. 6). 




Underarm Carry 



Sidearm Carry 

Turn drowning person on the back, by placing right hand on 
his right shoulder; left hand under his left arm to turn. Throw 
his left arm up, over, and across rescuer's left and extend right 
arm ready for the stroke, the drowning person being well up on 
the left hip of the rescuer (Fig. 7). 




Fig. 7 
Arm Carry 

Rescuer slides left arm under subject's right arm, grasping 
arm at the biceps (upper arm), and pushes subject along on his 
back, lifted into floating position by rescuer's elbow under hip. 



AQUATICS 151 

How to Help a Tired Swimmer 

If swimming with a friend or near a person who gets tired, the 
tired person should be told to turn on his back and place his 
hands, arms extended, on the rescuer's shoulders, who swims 
forward, using the breast stroke. It is possible to carry or push 
a person a long distance in this manner, provided the rescuer 
swims easily and does not try to hurry (Fig. 8). Another way is 
the side-stroke assist or carry. The person to be helped should 
be behind the rescuer with one hand on his upper shoulder. 
The one helped can assist by using his free arms and legs. Never 
do this if the tired one is panicky. 




When a Boat Capsizes 

If there are a number of persons in the boat, don't attempt to 
swim ashore with any except those who have gone down. Direct 
or help others to side of boat. Tell them they are in no danger 
and to hold on. Dive for person who went under. If he is un- 
conscious when brought to surface, take him to shore and, if 
others are present to perform first aid, give directions for Schafer 
method. Return, and if the boat is not too large, grab painter 
or rope and tow boat, with persons hanging on, to shore. This 
is not as difficult as it sounds. If the boat is too large it is better 
to use anything that may be floating near by, such as an oar or 
a plank. 

Recovering a Body from the Bottom 

When a body has recently sunk to the bottom, its location 
may be known by the air bubbles which will appear on the sur- 



152 HANDBOOK FOR PIONEERS 

face. In still water the bubbles come straight up. In running 
water they will be slanting in the direction of the current, so 
that the body will be found higher up the stream than where the 
bubbles appear. Grasp the body by the hair at back of the head, 
slack of coat or shirt at the shoulders, or by the armpit. After 
securing the body, give a vigorous push and swim upwards with 
a back stroke, and when near surface, change grip to ordinary 
rescue hold, as described. 

To Go to Bottom 

Start to swim in a forward motion on the surface, tuck in the 
chin, throw the legs out of water for weight, and with eyes wide 
open, take choppy breast strokes to the bottom. Your diving 
rudder is your head. Keep the hands well advanced to prevent 
collision with obstructions or bumping into the mud or rocks. 

Resuscitation 

Death by drowning is due to suffocation and shock, not by 
water entering the lungs. After opening the bodies of many 
drowned persons, doctors have seldom found more than a tea- 
spoonful of water in the lungs of each body. The water com- 
monly supposed to come from the lungs really comes from the 
stomach. 

It was not until 1804 that people became interested in life 
saving. Before that time it was a crime to take an unconscious 
person out of the water. Up to 1858 many foolish and really 
cruel methods of resuscitation were used, among them being the 
blowing of smoke into the intestines to make the body warm. 
Cutting a blood vessel and letting the blood escape was another. 
Blowing air into the lungs with a hand bellows was also prac- 
ticed. Dr. Hall, in 1858, originated a system which was used 
until several years later. During the Civil War Dr. Sylvester's 
method was declared a better one, but in recent years this has 
given way to the Schafer, or "face down method." This is the 
method recommended and which will be described (Fig. 9). 

The next thing to do after getting the person to shore and 
stopping any arterial bleeding, is to send or telephone for a 
doctor, briefly describing the accident. If others are present 



AQUATICS 153 

have them do this. If alone and not near a telephone, go ahead 
quickly as follows: 

After getting the unconscious person ashore on a flat surface, 
lay him face downward, arms extended above the shoulder level. 
Using the forefinger, clean any sand, dirt, grass, or mucus from 
the person's mouth. Pull the tongue forward. In this position 
fluids will drain from the mouth. 





Fig. q 

Artificial Breathing 

If on a shelving beach, remember to lay the person with head 
toward the water. Place flat on chest. If coat, towel, or any- 
thing which will serve as a roll is handy, place just below the 
chest. Turn the person's head to the left, resting on back of 
right hand, face and hand pointing in the same direction. The 
person's left arm is extended above the shoulder level. 

Be sure that the tongue is forward and then kneel astride the 
person so that the knees will be at his hips. Place the hands on 
the person's back, the thumbs held against index fingers. With 
the fingers pointing down over the lower ribs, lean forward and 
steadily press downwards, as you slowly say "Out goes the water" 
Then suddenly release the pressure without taking the hands 
wholly from the body, and rest as you say, "In comes the air" 
Repeat this forward and backward movement twelve times a 
minute, until natural breathing is restored. This may take an 
hour or more, but don't give up. Keep at it. Persons have 
been brought back to consciousness after four hours of hard 
work on the part of the rescuer. Remember that apparently 
drowned persons who have been under water five or ten minutes 



154 HANDBOOK FOR PIONEERS 

have been resuscitated after the use of this method. So don't 
get discouraged. Don't give up. To discover signs of returning 
consciousness lift eyelids. If the dark spot (pupil) in the eye 
gets smaller when exposed to the light there is still life in the body. 

Keep up the respiration movements until the person begins to 
breathe. The legs and arms should be rubbed briskly toward 
the heart. This will help restore the circulation. Cover well 
with blankets, placing well-protected hot bottles, bricks, or 
water bags at the feet, pit of stomach, and under the armpits. 

Give hot drinks after person begins to breathe and not until 
then. 

Give no whiskey or alcoholic stimulant except when ordered 
to do so by a doctor. 

Give the person plenty of air and quiet, and the recovery will 
be rapid. 



^O rhO iON 






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CHAPTER XI 
CAMP LIFE AND RECREATION 

H. W. Gibson 

Section i. Camping and Campcraft for Boys 
Section 2. Kinds of Fire and Their Uses 
Section 3. The Sheltering Lean-to 
Section 4. What and How to Cook 
Section 5. Hikes and Mountain Climbing 
Section 6. Knots that Every Boy Should Know 



SECTION 1 

Camping and Campcraft for Boys 

Just as soon as the green begins to creep back into the grass 
and the buds start to swell, threshing in the blood of a boy also 
begins to assert itself by a kind of restlessness and a longing for 
freedom, a desire to get out in the open where the fresh breezes 
blow, where the air is pure, where there is room and range to 
stretch, and where he will have relief from the stuffiness of man- 
made houses. Naturally, the first person to whom he expresses 
this feeling is his friend and leader. "Let's go camping," says 
Boy. "All right, let's," replies Man. Then follow hours and days 
of indescribable delight in planning and of anticipation. "Where 
shall we go?" is a question more easily asked then answered. 
Whether the camping trip is for only a week-end or of longer 
duration, these several things must be carefully considered: the 
choice of a site where pure water for drinking and swimming is 



CAMP LIFE AND RECREATION 161 

abundant, where wood and food are easily obtainable, and where 
there are safe sanitary conditions. 

Typhoid is an enemy often found lurking in most attractive 
looking waters. Not every stream that sparkles is pure. Keep 
an eye upon the drainage. Make sure that the stream of water 
or pond is far away from all possible pollution from barnyard and 
village drainage. Brackish and still pools of water are prolific 
breeding-places of mosquitoes. Always boil the drinking water, 
if there is the slightest shadow of a doubt. There is as much need 
of "safety first" in the matter of drinking water as there is in 
crossing a city street or a railroad track. Both have "killing" 
possibilities. War fevers do more damage than bullets. Indians 
and experienced campers always find pure water and then camp, 
the "plebes" always camp and then hunt for water. Avoid drink- 
ing water rapidly when hot and tired. Drink sparingly and 
slowly. Insist upon each camper's using his own drinking cup, 
which should be either the collapsible type or the regular camp 
variety of white enamel, about four inches in diameter. 

"A swimmin' hole" is a necessity as well as a joy, for a camp 
without swimming facilities would prove a failure. Have it 
definitely understood, however, that no member of the party is 
to go into the water except at the stated time and place. This 
should be a rule as unchangeable as the rules of the Medes and 
Persians. Always swim before eating and never after eating, 
unless at least from three to five hours have elapsed. A good 
time for swimming is around eleven or twelve o'clock in the 
morning. A good swimmer should patrol the shore and have 
oversight of the swimmers during the swimming period. Too 
much swimming, especially in fresh water, accounts for the list- 
lessness and inactivity of many campers. The body gives off 
heat every minute it is in cool water, and also when exposed wet 
to the breezes ; and heat is life. From twenty to thirty minutes 
is sufficient time for a fresh-water swim. A dip on rising in the 
morning will freshen and invigorate, but make sure that it is a 
dip and not a swim, as the body is not in condition to meet the 
exertion demanded in swimming. A good rub down with a bath 
towel will put every boy in the pink of condition and forestall 
"grouchiness." 




] 62 HANDBOOK FOR PIONEERS 

In pitching your tents always select high eround who™ n, • 
natural drainage so that there will be no ^e d of" d hing " H 
the camp ,s to be for two weeks or longer, use wall tents .fx .4 
feet for sleeping purposes. A tent of this size wil accom 
modate from s,x to eight persons. For overnight™ 
week-end camps use the "dog" tents or make shacks 
A good description of how to make shacks is given in the 
handbook of the Boy Scouts. In sleeping" upon he 
ground d.g a «h,p hde," a trench about midway of he 

the^T, . t , he . rU '* er P° ncho "P°" the ground so that 
the h,p hole" ,s ,„ the right place, lie down with a blanke 
spread over you, roll on your right side and tuck b anke 
under you, then roll over on your left side and 1 tuck re 

T^ZTv° ' h l blanket U " der >'-■ then rais you 

t™ tUck . the bottom ° f blanket under your feet 

Ano her way is to make a sleeping-bag by folding the 

blanket lengthwise and pinning the side an/bottom^ th 

MB. blg b a f et safety-pins, then crawl inside for a good nine 

hours sleep. Always put a rubber poncho or oilcloth or 

thTh°d n ^ 8 r° Und t0 Prevent s "fferingfrom dampness A 

thatched bed of pme or balsam is both fragrant and re'tfuf 

In? P '7 °" a Cam ' aS COt or bunk ' be ^re you have as man v 
rSng-t a of b 7/nS to ^£~^• W 

will cause disagreeable as well as dangerous resu s I Z * 




CAMP LIFE AND RECREATION 163 

a generous supply of muscle. Cleanliness first, last, and always, 
should be insisted upon if health is to be conserved. Have a place 
for everything and keep everything in its place. Every camper 
should be assigned a job if the camp is to be cheerful and happy. 
Shirks and drones always breed discontent. 

If the department of the boys' interior is 
to be in a state of peace and not engaged in 
rebellion or revolution, it will depend almost 
entirely upon the "eats." Stomach rebellion 
is caused by badly cooked food and irra- 
tionally balanced meals. Make out the 
menu before starting for camp and have each 
meal carefully balanced, so that the proper 
quantity and division of proteids, fats, and **- 

carbo-hydrates necessary for his growth and health is given 
each boy. This is not "high-brow" advice but common sense, 
and in the interest of giving boys a physical square deal. Every 
camp director should secure from the U. S. Department of Agri- 
culture the Farmers' Bulletin No. 142, "Principles of Nutri- 
tion and Nutritive Value of Food." Also from the American 
School of Home Economics, 505 West 69th Street, Chicago, 111., 
Bulletin No. 36, "Food Values" (10c) and No. 34, "Five Cent 
Meals." A very good book is "Camp Cookery" by Horace 
Kephart. 

It is much better to secure a professional cook if the camp is 
conducted for two weeks or longer. For overnight hikes or 
week-end camps, meals can be prepared by the boys. 

Discipline, tempered with friendliness, is the medium through 
which every camper is assured of a square deal. Justice is a 
quality easily recognized by a boy in a Leader. Have no favor- 
ites. Encourage boys to measure up to their best. Make it hard 
to do wrong and easy to do right. Self-discipline and self-govern- 
ment must have paternal oversight, if the benefits of democracy 
are to be safeguarded from the intoxication of full freedom. Hear 
both sides of every question and of wrongdoing before taking 
decisive action. A boy when asked why he liked his Leader 
replied, "Because he makes me do things." He admired this kind 
of service-inspiring leadership. 



164 HANDBOOK FOR PIONEERS 



A camp 


will best fulfil its purpose when there is a definitely 


planned daily program, something like the following "order of 


the day": 




A. M. 




6:30 


Reveille, 
Flag raising 




6:40 


Setting up or pajama drill 




6:50 


Dip (5 minutes) 




7:i5 


Breakfast, followed by the an- 
nouncements and prayers 

Morning devoted to camp duties, 
games, instruction, etc. 




11:00 


Swimming period 




n:45 


Inspection 




12:00 


Dinner 

P. M. 




1:00 


"Siesta" 




2:00 


Games and afternoon sports 




545 


Colors or lowering the flag 



6:00 Supper 

Evening given over to a camp fire, 
entertainments, story telling, etc. 
9:00 Taps. A good nine-hour sleep 

A well ordered day usually means a happy day. 

"What shall we take?" Well, that depends upon the initiative, 

resourcefulness, and grit of each camper. The usual tendency 

is toward taking too many unnecessary things. 

The list of cooking utensils should include a 

good-sized frying pan, a good griddle for making 

"pancakes," a small-sized washboiler for hot water 

and in which to cook soup, two round boilers for 

cocoa and vegetables, two water pails, a dipper, 

two big stirring spoons, one long-handled fork, 

two pancake turners, a good can opener and 

cork screw, one bread knife and a good carving 

knife, one big dish pan, one eight-quart milk can, two paring 

knives, two dish towels, four drying towels, salt and pepper 

shakers, white enamel (Swedish make) plates, cups, saucers, 




CAMP LIFE AND RECREATION 165 

serving dishes, butter dish, cheap knives, forks (four pronged), 
spoons. Do not forget safety matches. Individual taste and needs 
will determine what else to add to this list. 

The personal outfit should consist of a strong khaki suit like 
the Boy Scout suit with an extra pair of "shorts," a change of 
underwear, flannel shirts, extra stockings, sweater, poncho, two 
army weight blankets, bathing suit, comb and brush, tooth brush 
and powder, soap in aluminum box, pencil, paper, envelopes, 
stamps, needles and thread, pins including safety pins, handker- 
chiefs, pocket knife, Bible, and a good disposition. 

Take enough time each day for the development of the soul 
or spiritual life. Nature is devout and under such environment 
boys readily respond to the appeal as well as the challenge of the 
Christian life. Twenty minutes after breakfast or supper spent 
in discussing personal problems, Christian standards, and meth- 
ods of service are golden minutes in man-making. Two booklets, 
"Bible Studies for Boys' Camp" and "Five Minutes a Day" 
(Association Press) will be found full of suggestions for discus- 
sion. "Some Outdoor Prayers," by George A. Miller is a little 
book, but big with helpful thoughts. 

A book like "Camp and Outing Activities" by Cheley and 
Baker, published by Association Press, will be found of value in 
planning the "doings" of the camp. "Camping for Boys" is 
another book which camp leaders have found suggestive and 
helpful. Best of all, however, is to make a scrapbook of your 
own. In this paste all articles found in magazines, newspapers, 
and books on the subject of camping, arranging them in topical 
order so that in planning for a meal you will be able to turn to the 
pages on "Food" and find the thing desired. Other topics such 
as "Games," "Stunts," "Swimming," "Nature Study," and 'Sani- 
tation" will suggest valuable camping hints. 

No method of bringing boys close to their Leader has yet 
been devised equal to camping. There is a kind of "togetherness" 
in living in the open that is not obtainable in man-made houses. 
A week or week-end spent by Leader and boys in this fashion will 
cement friendships, open up confidences, reveal spiritual longings, 
and make virile character. For, after all, the real objective of 
camping is to bring God, through His wonderful works in a very 
real way and in a natural manner to the boy. Virile Christian 



i66 HANDBOOK FOR PIONEERS 

character is made through the camping process in a way known 
only to those who have tried it out. 

Note 

For more extensive treatment of this material, see books listed 
on page 301. 



SECTION 2 

Kinds of Fire and Their Uses 

One of the important things about camping is a campfire. 
There are two kinds of campfires, the "warming up" fire, and the 
"cooking" fire. Of course there are others, such as the "smudge" 
to drive away mosquitoes, and the "friendship" — the kind you 
just like to sit around and talk or silently watch the flames shape 
themselves into fantastic forms. The most useful since man dis- 
covered fire is the cooking fire — flames for the pot and coal for 
the pan. 

Select a sheltered and safe place to build your cooking fire, 
where no wind can blow it out or into the surrounding dry brush, 
ascertain the direction of the wind, and then build your fire so 
that the smoke will not blow into your face when you are doing 
the cooking. Next in importance is the wood. Certain kinds of 
wood, such as hickory, oak, beech, birch, hard maple, ash, elm, 
locust, longleaf pine, and cherry, have fairly high heat values, 
and laboratory tests show that one cord of seasoned wood of these 
species is equal to one ton of good coal. Short leaf maple, hem- 
lock, sycamore, cedar, poplar, Norway pine, cypress, basswood, 
spruce, and white pine, have a comparatively low heat value. 
These woods ignite readily and give out a quick hot flame, but 
one that soon dies down. The principal disadvantage of the 
resinous pines is their oily black smoke. 

The woodsmen of British Columbia have a wood-chopping 
trick that keeps nicks out of the axe blade. When chopping the 
wood, instead of laying it on a block or on the ground where you 
have a chance to miss and put a nice nick in your axe, just stand 
it on end, holding it with the left hand at a convenient angle and 
strike a glancing blow into it, turning the branch till you have 



CAMP LIFE AND RECREATION 167 

gone all the way round. It will then break with a blow from the 
head of the axe and you have a nice feathery end to catch fire 
easily (Fig. 1). 

Woodcraft boys make what are called "fuzz-sticks" or "fire- 
lighters," by taking a dry, resinous stick about an inch thick and 
shaving it with a good sharp jackknife into thin slivers, which 
remain on the stick (Fig. 2). Three or four of the "fuzz-sticks" 
will insure the starting of a fire. 

Gather dry twigs and dead branches and plenty of birch tinder. 
When the wood has been gathered and prepared, you are ready 
to begin building the fire. Time is saved by having everything 
on hand and within reach. Haste always wastes time in making 
a cooking fire. 

The simplest and handiest all-round cooking fire is that made 
of two green logs laid parallel on the ground. Level off the top 
with an axe. Place them a few inches apart, so that a frying pan 
or coffee pot can rest upon both. Between the logs scrape a 
trench about six inches deep (Fig. 3). In placing the wood 
in the trench, pile it in such a way that allows plenty of air 
space. Place several "fuzz-sticks" first, then dry twigs, and keep 
adding heavier wood as the fire progresses. When it is blazing 
well, start your water boiling. For broiling, or frying, or baking, 
scrape the hot ashes and live coals evenly, and you will have a 
wonderful fire for such purposes. Never add more fuel just 
before putting on your stuff to cook. Avoid too big a fire. 
Remember that you do not cook with flames, but with hot coals, 
which give a greater heat and one that is steady. Never use soft 
wood if you can get hard wood. Soft wood is smoky, covers the 
food with flaky soot, and produces a ruffled temper. A windbreak 
or fender will add to the convenience during chilly or windy 
weather (Fig. 4). 

A simple camp-fire crane that may be used in connection with 
any kind of an open fire is shown in Fig. 5. Cut sapling of 
hard wood about three inches in thickness. Drive sapling 
firmly into ground. 

A common method of building a cooking fire is to take flat 
stones and put them together in a sort of fireplace. Grates may 
also be purchased for outdoor cooking. Toasted bread just 
reaches the right spot. A useful toaster can be made from flexible 



i68 



HANDBOOK FOR PIONEERS 





Fig. J 



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r> 



Fig. 3 





Fig. 4 



Fig. 5 





Fig. 6 



Fig. 7 



CAMP LIFE AND RECREATION 169 

withes bent and tied in the shape shown in Fig. 6. Bread 
will toast better when placed before glowing embers. Turn the 
bread frequently. 

"Friendship" camp fires are usually built so big that you cannot 
get near enough to enjoy the friendship of the fire. To waste 
wood is just as unpatriotic as to waste food. A comfortable, 
sociable, and economical camp fire is the one used at the Council 
Circle of the Woodcraft League. It is built square and about 
two and one half feet high, the bottom stick about three feet 
long; the rest shorter and smaller. Fuzz-sticks, chips, and small 
wood to light it can be put either under or on top of the second 
layer. It should be drawn in toward the top, so as to burn with- 
out falling apart. Use dry, seasoned wood so that a bright blaze 
is secured and maintained (Fig. 7). 

Making Fire without Matches l 

There are three distinct ways of building a fire without 
matches. The simplest, but most difficult, is by the rubbing of 
two sticks or hand drills together; the second, by use of a bow 
drill, which is an improvement over the first, in that it gives a 
more rapid movement and increases the friction; and, third, by 
the use of flint and steel. Every good camper should be able to 
accomplish all three, and by all odds the last two. 




Fig. 8 



Fig. 8 is a good illustration of the simplest sort of fire drill, one 
used by the Indians of Washington and the Northwest. Follow- 
ing is a description of the set, quoted by special permission from 
the Smithsonian Report, "Firemaking Apparatus in the United 
States National Museum," by Dr. Walter Hough: 

"It consists of a hearth, two drills, and a slow match. The 
hearth is a rounded piece of cedar wood; opposite the fire-holes 

1 Reprinted by permission from "Camp and Outing Activities," by F. H. Cheley 
and G. Cornelius Baker, copyright, 1015, by the International Committee of Young 
Men's Christian Associations. 



170 HANDBOOK FOR PIONEERS 

it is dressed flat, so as to rest firmly on the ground. There are 
three fire-holes with wide notches. The drills taper to each end, 
that is, are larger in the middle (Fig. 8). The powder, a fine 
brown dust, collects at the junction of the slot and fire-hole, 
where they form a lip, and there readily ignites. This side of the 
hearth is semi-decayed. No doubt the slots were cut in that side 
for the purpose of utilizing this quality. The drills are bulged 
toward the middle, thereby rendering it possible to give great 
pressure and at the same time rapid rotation without allowing 
the hands to slip down too rapidly, a fault in many fire drills. 
The slow-match is of frayed cedar bark, about a yard long, folded 
squarely together, and used section by section. Mr. Willoughby 
says : 

"The stick with three cavities was placed upon the ground, 
the Indian kneeling and placing a knee upon each end. He 
placed one end of the smaller stick in one of the cavities, and, 
holding the other end between the palms of his hands, kept up a 
rapid, half-rotary motion, causing an amount of friction sufficient 
to produce fire. With this he lighted the end of the braided slow- 
match of cedar bark. This was often carried for weeks thus 
ignited and held carefully beneath the blanket to protect it from 
wind and rain.' 

"Fire is easily produced with this set. It takes but a slight 
effort to cause a wreath of aromatic smoke to curl up, and the 
friction easily grinds off a dark powder, which collects between 
the edges of the slot. When this ignites it drops down the slot 
in a little pellet, and falls upon the tinder placed below to receive 
it. Both drill and hearth are eighteen inches long." 

Fig. 9 shows a second set, reproduced from the same book, 
and shows the method the Indians used to keep the precious 




. ,. — ■\-jmzB smz 



Fig. to 



CAMP LIFE AND RECREATION 



171 



hearth dry. The entire length is carefully wrapped with a strip 
of taut buckskin. 

Fig. 10 also from Dr. Hough's report on "Firemaking Apparatus 
in the United States National Museum," shows an interesting 
feature. The handle by which the hearth is fastened to the 
Indian's belt also shows the spliced drill, the hardwood point 
spliced into a favorite or especially desirable handle. 

Probably when the simple hand drill was used, the grinding of 
the powder was facilitated by adding a small pinch of fine sand 
to the bowl of the hearth. 

The next method is that of intensifying the friction by means 
of using the bow drill. This is the more common method, and is 
found in general use, from the Indians of Alaska — who use bone 
instruments, except the hearth, which is usually white pine — to 
the Indians of South America. The principal law, however, is 
the same in all ; only the material used changes with the locality. 
See Fig. 1 1. 




Fig. 11 



Ernest Thompson Seton, the master of woodcraft, declares 
that the best results are obtainable by having the hearth and the 
drill of the same material. But others are not so agreed. There 
is one thing certain, however: the wood used must not be too 
hard nor too soft, but hard enough to make very fine brown 
grindings, and soft enough to make a sufficient quantity to hold 
the spark. The tinder and carefully prepared pile of slivers should 
be ready before the drill is set going. 



172 



HANDBOOK FOR PIONEERS 



No matter how carefully the process is described, you will 
never be able to make a fire without practice and personal experi- 
mentation. Study the cuts here reproduced, then adapt what 
you have to the principle. You are sure to succeed if persist- 
ent. 

Third method, building fire with a flint and steel. Note care- 
fully the implements in Fig. 12. To be successful you will need a 
select piece of absolutely dry punk wood, the longer the fibers 
the better, a piece of hard steel fashioned so as to get a good 




Fig. 12 



striking surface without injury to the hand (a large, stout jack- 
knife can be made to work well), a selected piece of flint — it will 
take much experimenting to find just the right piece, but when 
found you have a prize. A small tin can may be used for a tinder 
horn, but the tip end of a cow's horn is better and safer. Prepare 
the tinder, place it in the horn, then dash the sparks into it. 
When a tiny bit of smoke rises, blow carefully into a flame and 
apply the burning tinder to the twigs previously arranged for the 



CAMP LIFE AND RECREATION 



173 



fire. Any boy can become expert in this little trick with per- 
sistent effort. If not successful, ask some neighboring old-timer 
to come in and aid you until you see how it is done. 



SECTION 3 

The Sheltering Lean-To 

The most common of all shelters is the lean-to. It is easily 
constructed and when properly thatched is quite rainproof. By 
studying Fig. 13 any group of boys can erect a shelter that 
will be a protection and a rendezvous for many pleasant occas- 





Fig. 13 



sions. Select two trees, from six to ten feet apart, with branches 
about six feet from the ground. If the party is going to remain 
for several nights or if the place is to be a weekly meeting spot, a 
double shelter as shown in Fig. 14 should be erected. This will 
accommodate a good sized group and with a "friendship fire" in 
the center will gratify the desire for outdoor life of real boys. 

A lean-to is a warm, comfortable place when there is a fire 
burning in front. Its action is like that of a reflecting baker of 
camp cookery fame; it collects all the straying heat rays that 
come its way and reflects them upon the forms of the sleepers 
under its sheltering roof. 

The roofing material will depend largely upon the locality. 
The best materials are balsam, hemlock, spruce, and white pine. 
If none of these are available, the branches of the maples, the 



174 



HANDBOOK FOR PIONEERS 



oaks, the chestnuts, and the birches may be used. Use the largest 
leaves. When using the foliage of these trees, the roofing should 
be put on much thicker than when evergreens are used. When 
thatching, start at the bottom and work up. Waste of wood in 
America is becoming a serious matter and shelters or lean-tos 
should be erected only as a necessity. Hacking of trees, skinning 
the bark from the birches, and cutting young saplings with no 




other purpose than that of mutilation, is committing a crime 
against nature. 

For a permanent camp a building erected after the model of 
the lean-to will enable a group of boys to meet summer and 
winter, especially if a stone fireplace is built in front where the 
log fire will give cheer to the occasion. Fig. 15 shows a sketch of 
such a lean-to built by the people of Whitinsville, Mass., for just 
such gatherings of boys and girls. 



SECTION 4 
What and How to Cook 

A meal cooked over an open fire in the great out of doors has 
a flavor no chef has yet been able to produce. When on a hike 



CAMP LIFE AND RECREATION 



175 



or a week-end camping trip, avoid the "shoe-box-picnic-lunch." 
Take only the uncooked food with you, including, however, good 
home-baked bread. While "Bread Twist" and "Darn Good" and 
other cooked-before-the-fire breads are interesting experiments, 
they are somewhat severe on the organs of digestion. 




Fig. 13 



When you arrive at the camping ground, divide your boys into 
groups and assign them work, such as wood gathering, water 
carrying, and fire building. This gives every boy a share in 
making camp. 

Be careful in your selection of food. It must be varied, nutri- 
tious, and rich in energy values. Many campers suffer from 
malnutrition, not because of a lack of food but because of im- 
properly balanced meals. Avoid everything that is constipating. 
The rations in the following list afford a variety of menus and are 
calculated to satisfy the palate of a growing boy as well as his 
physical needs: Bacon, baked beans, dried or chipped beef, pota- 
toes, cocoa, coffee (for adults), prepared flour, rolled oats, onions, 
butter, salt, pepper, sugar, canned salmon, cornmeal, spaghetti, 
evaporated milk, rice, cheese, prunes. To this list may be added, 
canned goods such as soups, vegetables, and meats. Buy eggs 
and milk from nearby farmers. 



176 HANDBOOK FOR PIONEERS 

Wrap all articles of food separately in waxed paper. Bread 
should be wrapped in a moist cloth to prevent drying up. Pack 
butter in a small jar. Buy bacon unsliced. You will need the 
bacon rind to grease the griddle. 

"Flapjack Fantasies" 

In making "flapjacks" use prepared flour (Aunt Jemima, Teco, 
Reliable, Heckers, or other well-known brand), as it is more reli- 
able than batter mixed from ordinary flour and you are always 
sure of the result. Grease the griddle when hot with the bacon 
rind, held on a fork and moved about over the surface of the 
griddle, each time just before the batter is poured. The idea of 
the grease is simply to keep the "jacks" from sticking to the 
griddle; when more than sufficient grease for that purpose is used 
the "jacks" absorb it and are heavy, greasy, and indigestible. To 
"flap" a "jack" is an achievement which comes from long and 
patient practice. 
mtitoJtfT _*. A Ordinary Pancakes. To each level 

. ■*' "'j&k iiirS '^'^^b^^ cup of prepared flour, add one cup of 
< ^^} / -^^^^^M^' :: ^~-~~~~~ co 'd water and stir with mixing spoon 

'"^J^fe^'w^^X;-— ^ unt ^ the Dat ter is the consistency of 

^£3££&#SH|^^I^~'-- thick cream. The batter should run 
"^^ from the spoon in a continuous stream 

like thick syrup. Drop enough batter upon the surface of the 
hot greased griddle to make a cake of the size desired. When 
bubbles appear in the center you will notice that it is baking 
around the edge. When bubbles cover the entire surface "flap" 
with knife or by "flopping" in the air. For variety, add cocoa 
to the batter and mix. This gives a delicious chocolate flavor. 
If blueberries are available drop a few on the batter when 
poured on the griddle. 

Com Griddle Cakes. Two cupfuls canned corn, one cupful pan- 
cake flour, three quarters of a cup of cold water. Beat together 
the ingredients and fry as usual. 

Rice Cakes. Mix cold boiled rice with an equal amount of 
flour (not prepared flour), add salt and small quantity of baking 
powder and fry the same as flapjacks. 



CAMP LIFE AND RECREATION 177 

Fried Mush. Prepare boiled mush by slowly adding cornmeal 
to boiling water and stir vigorously for twenty or thirty minutes 
to prevent lumping. Put salt in the water before adding the 
cornmeal. Serve hot as a breakfast cereal with milk and sugar. 
When cold it can be cut in slices, rolled in flour and fried in a 
little grease until brown. 

Potatoes 

Boiled Potatoes. Wash the potatoes in cold water. Pare off 
only a narrow strip around the middle of each potato to prevent 
it from bursting. Put in boiling salted water. When done they 
can be pierced with a fork. Pour the water off and let them steam 
for a few minutes. 

Fried Potatoes. Cut cold boiled potatoes into medium thick 
slices. Put a reasonable amount of bacon fat in a hot frying pan, 
drop the sliced potatoes into the hot grease, sprinkle with salt and 
pepper, turn frequently with a knife or cake turner, and when 
golden brown serve. 

Baked Potatoes. The potatoes should be buried in hot coals 
and baked until you can easily pierce them with a fork. Pass a 
hard wood sliver through them from end to end when they are 
taken from the fire to let the steam escape, or they will be soggy. 

Eggs 

Boiled. Raise water to boiling point. Place eggs in the water 
carefully. Boil for three minutes if you prefer them medium soft. 

Fried. Put bacon fat in hot pan, when the fat hisses drop in 
eggs. Fry three minutes. 

Scrambled. Break eggs and beat. Add teaspoonful of milk 
for each egg. Add salt and pepper. Bacon, finely chopped and 
added makes a very tasty dish. Put bacon fat in hot pan, pour 
in eggs and stir carefully until they thicken. 

Omelet. Beat whites and yolks separately. Add to yolks salt, 
pepper, and a tablespoonful of hot water for each egg (hot water 
makes a more tender omelet then milk). Put bacon fat in hot 
pan and be sure that the side of the pan is greased or the omelet 
will stick when turned. Fold in the whites with yolks and pour 
in pan. When the mixture is cooked until evenly "puffed," roll 
it and turn. 



178 HANDBOOK FOR PIONEERS 

Other Dishes 

Bacon. Slice bacon thin and put in heated pan. Fry slowly. 
Keep the fat or "drippings" and use in frying potatoes, eggs, fish, 
and other things. Use sliced bread instead of a plate on which to 
put the fried bacon. 

Fish. Clean fish well. Small fish should be fried whole, with 
the backbone severed to prevent curling up; large fish should be 
cut into pieces and ribs cut loose from backbone so as to lie flat 
in pan. Rub the pieces in cornmeal. Fry in plenty of fat to a 
golden brown, sprinkle lightly with salt and pepper just as the 
color turns. 

Spaghetti. To two quarts of boiling water add one tablespoon- 
ful of salt, then add one cup of broken spaghetti. Boil forty min- 
utes or until it is soft. Drain thoroughly, add a lump of butter. 
Serve with cheese or tomatoes. Add beef capsules to make a 
rich dressing. 

Oatmeal. To four cups of cold water put one and one-half 
cups of rolled oats, one heaping teaspoonful of salt. Put on slow 
fire and let gradually come to a boil, stirring frequently to pre- 
vent burning, until desired thickness. 

Rice. Put one tablespoonful of salt into two quarts of boiling 
water, add slowly one cup of rice, so as to not check the boiling 
of the water. Boil until soft. When stirring rice, always use a 
fork to avoid breaking kernels. Raisins may be added when rice 
is nearly cooked. 

Primes. Wash and soak prunes in cold water over night. 
Cook in same water slowly until soft. When nearly done add 
sugar to taste. 

Salmon on Toast. Heat a pint can of salmon, picked into 
flakes, season with salt and pepper, and put into it a teaspoonful 
of butter. Stir in one egg, beaten light, with three tablespoonfuls 
evaporated milk not thinned. Pour mixture on toasted bread. 

Cocoa. Allow a teaspoonful of cocoa for every cup of boiling 
water. Mix the cocoa with hot water or hot milk to a creamy 
paste. Add equal parts of boiling water or boiled milk and sugar 
to taste. Boil two or three minutes. 

Coffee. For every cup of water allow a tablespoonful of coffee 
and one extra for the pot. Heat water to boiling point, add coffee, 



CAMP LIFE AND RECREATION 179 

boil five minutes, settle with one-fourth cup of cold water and 
serve. By putting the coffee in a small muslin bag and dropping 
it into the boiling water you avoid "grounds" and get clear coffee. 

Baked Beans. Baking beans out-of-doors is a very slow process 
and only practical when you have plenty of time. It is much 
better to take oven-baked beans with you and heat up before 
serving. For the purpose of experimentation and experience, 
however, the following directions for baking beans are given: 

Wash one quart of beans, parboil until when blown upon their 
skins will burst. Drain. Cover bottom of bean pot with beans. 
Place slices of salt pork in center and pour balance of beans on it. 
Add one-half teaspoonful of salt, little pepper, two tablespoonfuls 
of sugar or one-half cup of molasses, a little onion. Cover with 
warm water. Place cover on pot and put in oven. 

To make a bean oven, dig hole in the ground, one foot deep 
and one foot wide. Have a fire burning for several hours, and 
stones hot. Scrape out ashes, coals, and stones. Put in pot of 
prepared beans, which has had a wet cloth put over the pot before 
putting on cover. Pack and cover with hot coals and stones and 
cover with earth. L^ave for eight or ten hours. If it should 
rain, cover with bark. 

Camp Fire Broiling 

Toasted Cheese Sandwiches. Cut a forked stick of green wood. 
Make a sandwich of two slices of bread with a rich cheese filling. 
Toast over the hot coals. 

Broiled Chops or Steak. Salt and pepper a chop or small steak. 
Fasten the edge of the chop or steak firmly on a two-pronged 
stick about three feet long. The butt end stick into the ground 
at such a distance and angle as will bring one side of the meat to 
a broiling distance to the fire. Keep turning the chop or steak 
until done. Serve with melted butter. 

Bacon. Instead of sharpening the prongs, leave them blunt 
and split them down a little way with a knife, then place the 
slice of bacon in the splits across the fork of the stick. Placed in 
this way, it cannot curl and can be turned at will. 



i8o 



HANDBOOK FOR PIONEERS 



SECTION 5 
Hikes and Mountain Climbing 

Three things hikers should remember: (i) don't carry any 
more dead weight than you can help; (2) avoid long distances; 
(3) never walk over anything you can walk around; and never 
step on anything you can step over. It is 
amusing to see a boy start off on a hike 
with an outfit that looks like the display 
of a sporting goods house. A hiking 
outfit must be small and yet contain 
enough to be comfortable. 

Dress in khaki or everyday pants. 
Wear heavy weight tennis shirt. For 
undershirt wear the sleeveless, buttonless, 
snug-fitting athletic jersey. It absorbs 
freely, is easily cleaned, and will serve 
as part of a bathing suit if necessary. 
Avoid clammy cotton wearing apparel. 
Wool is best for hiking. A coat sweater 
takes the place of a coat. 

Never use rubber-soled tennis sneaks. 
Sticks and stones will punch your feet, 
is hard on the bottom of your feet and a 
reasonably thick sole is a great help. Use medium soled, pliable, 
U. S. Army shoes (Munsen last) and either canvas leggings or 
puttees. If your feet "give out," the hike is ended. Bathing the 
feet at the streams along the road will be refreshing if not in- 
dulged in too frequently. 

Use medium thick woolen socks or stockings. Wool absorbs 
the perspiration and prevents chafing. They should be a good 
fit. A sock that is too large or too small will cause trouble. 
Natural gray wool is preferable to dyed socks. 

Wear a soft hat (Boy Scout style) and replace the leather 
sweat band with one of cloth. Sweaty leather poisons the skin, 
causes itching, and does not take hold on the head as will cloth. 
Take with you the following list of articles: A tiny pocket 
comb, a small cake of hard water soap, toothbrush, extra socks, 
extra jersey, bath towel, khaki handkerchiefs, tube of vaseline, 




Walking and climbiiij 




CAMP LIFE AND RECREATION 181 

First Aid Kit (American Red Cross pocket size), Boy Scout 
pocket knife, matches in small Colgate shaving stick metal box 
with lid that screws on, pocket flash light, needles, thread, 
and pins in small case, safety 
pins, small and blanket size, col- 
lapsible drinking cup, combina- 
tion knife, fork, and spoon, camera 
and extra film, plumbers' candle. 
A Stopple Kook Kit will fur- 
nish all the cooking utensils 
needed and weighs only two and\ 
one-half pounds. 

A three pound U. S. Army 
blanket may be rolled inside of a poncho and carried over the 
shoulder. The new pack-sack for Boy Scouts is just the thing 
for the hiker. For those who desire a tent, get a water-proofed 
"dri-ki," 8 x I2>£ feet, which weighs about five pounds. When 
set up it has the form of a half pyramid and when taken down is 
an ordinary flat tarpaulin. You can roll it around your blanket 
and strap it around your pack. 

Select your sleeping place before dark. Watch for prevailing 
winds and seek a sheltered spot and one that is dry. Don't 
sleep in damp blankets, dry them before the camp fire. A hot 
stone wrapped in a shirt or sweater is a good bed warmer. A 
pillow may be made by shaping a mound of earth with your 
hands and covering it with a coat or anything convenient. A 
"hip hole" is made by digging a place in the ground for your hips 
to fit in. You will get a lot of comfort from such a hole. 

Be careful of your drinking water. It is unwise to do any drink- 
ing during a hike. This is an Army rule. Be careful of fires. 
Never throw away a lighted match. Put it out. Never leave a 
fire that is not absolutely extinguished. Be careful of blisters, 
cuts, and bruises. Be careful of overeating. 

Good walkers always start slowly and gradually increase their 
pace. Shun spurts. Rest only for a short period ; otherwise you 
will get stiff. Entirely relax when resting by lying flat on the 
ground. Walk off stiffness. 



182 



HANDBOOK FOR PIONEERS 



If a party is taking a hike, walk in step and sing or whistle 
marching tunes. Don't pass the pacemaker; obey the leader. 
This is team work. 

When climbing it is always best to keep to the ridge. Never 
run down hill, it is tiring. 



SECTION 6 

Knots for Every Purpose 

Every boy should know how to make and tie a knot properly. 
Notwithstanding the fact that knotting is an ancient device, 
used by mankind during the early ages for joining sinews of 
animals and fibers of plants, the art of tying a knot successfully 
was only introduced in a serious manner to boys within a com- 
paratively recent period of years. To teach boys how to tie 
knots that will stand the strain of use is the work of a public 
benefactor. He will receive showers of blessing from those who 
have experienced the unloosing of improperly and carelessly tied 
knots on bundles, tent guys, or halyards. 




Overhand Knot 

The simplest knot is the over- 
hand. It is the foundation of 
many other knots. 




The Figure-of-Eight Knot 

Very easily made and useful in 
many ways. 




The Square or Reef Knot 

The commonest kind for join- 
ing the ends of two ropes. Used 
in first-aid bandaging. 




Slip or Running Knot 

A useful knot to tie the guy 
ropes of a tent to the pegs. 



CAMP LIFE AND RECREATION 



183 




Bowline Knot 

A knot that cannot slip and is 
always used for slinging a man 
for the purpose of doing some 
particular kind of work; the 
worker sits in the sling. Used 
also by firemen in bringing a 
person from a building. 




Mangus Hitch 

Used in, tying guy ropes of a 
tent to a cross-pole. Not likely 
to slip. A method of securing 
a rope to a spar. 




Boat Knot 

A means of mooring 
a small boat. 



Cleat Hitch 

Used in fastening 
the halyards of the 
flag to cleat of the 
flagpole. 



Clove Hitch 

Sometimes called 
"Builders Knot," 
merely two half- 
hitches. Used to 
fasten one pole to 
another in fitting 
up scaffolding. 



1 84 



HANDBOOK FOR PIONEERS 



"Figure Eight Knot" 

For attaching eyed hooks. 
Used by fishermen. 



Sheepshanks 
Used for shortening ropes. 






Becket Hitch 

For joining a cord 
and a rope. 



Blackwall Hitch 

A ready way of se- 
curing a rope tem- 
porarily to a hook. 



Timber Hitch 

Used in securing a 
piece of lumber. 
The pressure of the 
coils, one over the 
other, holdsthe tim- 
ber securely. 



CHAPTER XII 

NATURE HOBBIES 1 

Section i. Getting Acquainted with the Stars 

Section 2. How to Know the Birds 

Section 3. Collection and Preservation of Insects 

Section 4. The Development of Plant Life 

Section 5. The Making of the Earth 



SECTION I 

Getting Acquainted with the Stars 
Taylor Statten 

Although born and brought up in the open country where the 
gaze of the starry heavens is undimmed by the blinding lights of 
the city streets, I never learned to distinguish one star from 
another. I was an uninterested member of the great audience, 
before which is staged each evening the most wonderful of all 
spectacles. Some there are who have eyes, but see not ! 

In this, I was like many another country boy. It was not 
until after I had been living in the city for some time and was 
privileged to return again to God's great out of doors that the 
charm of the sparkling fires of space was revealed to me. 

Let me tell you how it happened. We were on a canoe trip 
through Temagami. One of our party was an accomplished 
watcher of the skies. Although an amateur, he had recently 
made a trip to Labrador with some professional astronomers. 



1 Reprinted by permission from The Canadian Standard Efficiency Training 
"Manual for Trail Rangers" and "Manual for Tuxis Boys," copyrighted, Canada, 
1918, by the Committee on Canadian Standard Efficiency Training. 



186 HANDBOOK FOR PIONEERS 

One evening, as we sat on the shore of an island in Lake Tema- 
gami, he pointed out some of the stars and constellations and 
held us fascinated as he unfolded the mysteries of the worlds 
beyond. Although I soon forgot many of the interesting things 
he told us, my interest in stars was rooted and each year I have 
been adding a little to my stock of star knowledge. 

Last summer while in Algonquin Park with a party which 
was organized as a band of Woodcraft Indians, we tried the tests 
for the knowledge of stars and I discovered, much to my sur- 
prise, that I could qualify for a Grand Coup and Star Wise 
Man's Honors (Woodcraft League). 

While visiting the various boys' camps, I have found consider- 
able pleasure in inspiring a few boys to commence star gazing. 
I trust that the interest planted that night on Lake Temagami 
may bear much fruit. 

The first thing I learned was to locate the North Star. I was 
told that it was the one star in the sky that apparently did not 
move. Among other things I learned on that first trip which I 
have never forgotten was the fact that the two stars at the lip 
of the Big Dipper always point towards the North Star and 
appear to revolve completely around it every twenty-four hours. 
We were shown how to tell the time by trying to picture a big 
clock in the sky with twenty-four hours marked on the dial 
instead of twelve and numbering to the left, rather than to the 
right. The pointers of the Dipper are the hour hand. We tried 
it and soon discovered that we could tell the time with fair 
accuracy. 

I have never forgotten the "Little Papoose" on the "Old 
Squaw's" back. The Old Squaw, "Mizar," is the second last 
star in the handle of the Dipper and the Little Papoose, "Alcor," 
is just above and apparently almost touching it. An Indian test 
for good eyesight is to be able to see the Little Papoose. 

It would have been difficult to forget the constellation that 
looks like a broken-down "W," which was supposed by the 
ancients to be a beautiful lady sitting in a chair. I must confess 
that although I can always see the Gibson Girl in the moon, I 
have never been able to form any conception of the appearance 
of "Miss Cassiopeia." Those old-timers must have been gifted 
with powerful imaginations. This constellation is to be found 



NATURE HOBBIES 187 

about the same distance from the North Star as the Dipper, but 
always directly opposite. 

The other constellations which are not difficult to locate and 
which are easily remembered are the Northern Crown, the 
Northern Cross, the Lyre, the Eagle, the Herdsman, Job's 
Coffin, the Little Bear, Orion, Pegasus, and Hercules. These, 
with the Big Dipper, make a total of thirteen constellations. 
Although you cannot see all at one time, the majority of them 
will be visible any clear night, and by keeping up your interest 
during the entire year you will add a great many more to 
your list. 

I have found real delight on a fine summer night fi 
in drifting out on a northern lake in a canoe with a JV 
copy of Olcott's "A Field Book of the Stars" and a $, 
small electric flashlight. After reading and studying ' 
the charts, I would turn off the light and try to locate 
the stars. I am not given to dreaming, but as I 
drifted away from shore and all sounds of life died 
out upon the earth save the occasional hoot of an 
owl and the weird call of a loon, I rejoiced to find 
how friendly and companionable the stars became. 
At times the silence of the vast and starry heavens 
almost filled me with terror. Its immensity seemed 
overwhelming. As my eyes rested first on one star 
and then another, and I realized that each was a sun, I tried to 
picture the worlds that were revolving around them and imagine 
something of the infinite myriads of systems, each similar to that 
which our sun controls. 

Before you were born the ray of light you see from the North 
Star had left that orb. During the first second, it travelled 
186,000 miles. In a minute it added 11,000,000 miles, and so on 
for thirty-six and one-half years it traveled at that great speed 
before it could reach your eye. 

As you gaze on the Milky Way, remind yourself that it is a 
swarm of stars and every star a sun; that your sun is as one of 
the stars in the Milky Way; that it takes the light from our 
sun only 8 min. 17 sec. to reach the earth, but that it would 
take a cannon ball shot from the sun to the earth ten years to 







ORION 7jg/ 


AV 


! / 


U> 


f/ 




/ / 




£..":•* 





1 88 



HANDBOOK FOR PIONEERS 



strike us, and an express train, traveling without a stop, about 
200 years. 

Although there are about 7,000 stars visible to the naked eye, 
we see only about 3,000 at one time. The most powerful teles- 
cope reveals more than 120,000,000 stars. The universe is 
infinite, space is limitless, with innumerable worlds whose in- 
habitants in all probability think of us as we try to think of 
them. I confess that I derive great satisfaction in meditating 
in this way on infinity and with Flammarion I can say that 
"nothing stimulates my faith in God more than a few hours 
of the silence and peace of a bewitching night, contemplating, 
admiring, spelling out the words of the great Book of the 
Heavens." 

Every boy should make the following stars his friends: 

1. Arc-tu-rus. Situated in the left knee of the Herdsman 
(Bootes). It is at its highest point in the heavens on June 8th. 

2. Vega (the Falling Bird or Harp Star). In the Lyre Con- 
stellation. It is directly overhead on August 10th. 

3. Al-tair. In the Eagle (Aquila) constellation, located in the 
neck of the Eagle. It reaches its highest point in the heavens 
on September 1st. 



The Sky in Winter 



The Sky in Spring 




The o to 6 Quarter. 
Line o is overhead about November 
22nd. Line 6 is overhead about Jan- 
uary 2 1 st. 



The 6 to 12 Quarter. 
Line 6 is overhead about the ist of 
February. Line 12 is overhead about 
May 6th. 



NATURE HOBBIES 



189 



4. Deneb (The Hen's Tail). To be found at the top of the 
Northern Cross or the Tail of the Swan. 

5. Po-la-ris. The North Pole Star. 

6. Mizar. The second last star in the handle of the Big 
Dipper. 

7. Alcor. Located close to Mizar. 

8. Caph. The hand of Cassopeia, the Lady in the Chair. 
Caph is equidistant from the Pole Star and exactly opposite 
Megres in the Big Dipper. 

9. Gemma. The brightest star in the Northern Crown. 

10. Al-bi-rea. The base of the Northern Cross. 

1 1 . Sa dr. The center of the Northern Cross. 

12. Sir-i-us. Situated in the mouth of the Great Dog. It 
reaches its highest point in the heavens on February nth. 

13. Rigel. In Orion. The left leg of the Giant. It reaches 
its highest point in the sky June 20th. 

14. Pollux. Located in the head of Pollux in the Twins 
(Gemini) Constellation. 

15. Castor. Located in the head of Castor in the Twins 
(Gemini) Constellation. It reaches its highest point in the 
heavens February 23rd. 



The Sky in Summer 



The Sky in Autumn 




The 12 to 18 Quarter. 
Line 12 is overhead on April 28th. 
Line 18 is overhead on July 28th. 



Line 
Line 
22nd. 



^.malhaul 

The 18 to 24 Quarter. 
18 is overhead on August 22nd. 
or 24 is overhead on November 



i 9 o HANDBOOK FOR PIONEERS 

By the aid of the charts in Olcott's book, it will not be diffi- 
cult to locate the following constellations: 

1. Ursa Major (er-sa ma-jor). The Great Bear. This is the 
best known of the constellations. It is familiarly called the Big 
Dipper, sometimes known as the Plough. 

2. Ursa Minor (er-sa mi-nor). The Little Bear. The North 
Star is in the tip of the tail of the Little Bear or the end of the 
handle of the Little Dipper, if you prefer to think of this con- 
stellation as such. Each of the four stars in the bowl of the 
Little Dipper is of a different magnitude — the brightest one is a 
second magnitude star and the dimmest of the fifth magnitude. 

3. Cassiopeia (kas-i-o-pe-ya). The Lady in the Chair. Aline 
drawn from the Big Dipper, through the North Star strikes Cas- 
siopeia. Cassiopeia looks like a broken-down W. 

4. Taurus (ta-rus). The Bull. This constellation can be 
easily located because it contains the Pleiades. There is also 
another V-shaped group of stars known as the Hyades. This is 
a winter constellation. 

5. Orion (o-ri-on). The Great Hunter. Orion is also a winter 
constellation and is generally admitted to be the finest constel- 
lation in the heavens. Orion was supposed to be a great hunter 
and when he died, went to heaven. The three stars in his belt 
are called the Three Kings. Orion was worshiped in China and 
was known as the White Tiger. The Esquimaux believe that 
the three stars in the belt are steps cut by one of their saints in 
a snowbank to enable him to reach his glory. 

6. Lyra (li-ra). The Lyre. This constellation may be easily 
located because of Vega — the very bright star in the zenith 
during July and August. One of the stars in the Little Triangle 
is a double. If you have good eyesight, you can detect this with 
the naked eye. Ordinary opera glasses show the two stars quite 
clearly. The small telescope in the Observatory at Ottawa 
shows them about a foot apart and, through the larger telescope, 
you may see another star almost between them. 

7. Cygnus (Sign-nus). The Swan or the Northern Cross. The 
Northern Cross is not far from the Lyre constellation and is 
located in the Milky Way. The Cross is almost a perfect cru- 
cifix. 



NATURE HOBBIES 191 

8. Aquila (ak-wi-la). The Eagle. In the summertime, about 
half way up the sky in the Milky Way, you will find three stars 
in a line — the middle one being much brighter than the other 
two. The brightest star is Altair. This constellation resembles 
the form of an arrow head. 

9. Delphinus (del-fi-nus). The Dolphin. This is another 
summer constellation. It is of a diamond-shape form and easily 
recognized. The early Greeks called it the Sacred Fish and by 
the Arabs it was known as the Riding Camel. 

10. Sagittarius (sag-i-ta-ri-us). The Archer. During the 
months of July, August, and September face the southern sky 
and locate this constellation by tracing out a Milk Dipper and 
a Bow and Arrow. 

11. Corona Borealis (ko-ro-na bo-re-a-lis). The Northern 
Crown. Not far from the end of the handle of the Dipper may 
be found a circle of stars or almost a circle, for it is not com- 
plete. 

12. Hercules (her-ku-lez) . The Kneeler. This constellation 
is immediately to the right of the Northern Crown and occupies 
the part of the heavens towards which the sun is bearing the 
earth and the planets of our system at the rate of 43,500 miles 
an hour. 

13. Bootes (bo-o-tez). The Herdsman. First locate Arctu- 
rus, below and to the right of the Northern Crown. This brilliant 
star forms the lower end of this kite-shaped constellation which 
can be easily traced out by following the chart. Arcturus is 
1,000 times the size of our sun and is mentioned in the book of 
Job. It is often called the star of Job. 

14. Pegasus (peg-a-sus). The Winged Horse. Pioneers 
should be able to locate this constellation. It is known as the 
Great Square. It is found by drawing a line from the North 
Star to Cassiopeia and doubling the distance. 

There are many fine books about the stars that are written 
for beginners. Among the best are : 

"A Field Book of the Stars," by Wm. Tyler Olcott (G. P. Put- 
nam & Sons). 



192 



HANDBOOK FOR PIONEERS 



"Astronomy for Amateurs," by Camille Flammarion (D. Apple- 
ton & Co.). 

"A Book of the Stars," by R. F. Collins (D. Appleton & Co.). 

"Around the Year with the Stars," by Garrett P. Serviss (Har- 
pers). 

SECTION 2 



How to Know the Birds 
W. E. Saunders 

Ornithologist, London, Ont. 

Bird life is attractive to every boy and no other hobby is more 
beneficial in its results. Even if it is followed casually, so that 
the total number of one's bird acquaintances amounts to perhaps 
twenty, zest and interest are added to 
every walk in country or city and one is 
constantly renewing acquaintances with 
his feathered friends; and if, on the other 
hand, the hobby is pursued with enthusi- 
asm, interest grows with the pursuit. 

We all know that the bird is an animal 
that wears feathers, flies in the air, 
builds nests, and lays eggs, but have you 
tried to learn anything of the details of 
the life of these interesting creatures? 
Do you know what birds prefer to fly, 
what birds prefer to walk, what birds 
prefer to swim? Do you know which 
birds fasten their nests to frail twigs, 
which ones use larger limbs and crotches, 
and which use nesting sites around build- 
ings or holes in trees? What birds nest 
on the ground, and which in holes in the ground? The number 
of questions that might be asked about these and similar phases 
of bird life is great, but your interest will be greater if you try 
to answer questions put by yourself, and you will not be able 
to ask these questions until you have started to make the ac- 
quaintance of some birds. 




NATURE HOBBIES 



193 




There are several easy and practical meth- 
ods of getting acquainted with the birds at 
short range, any one of which may be used 
as a start. The easiest, perhaps, is the 
providing of nesting -places. Providing 
food and drink is another method which 
leads to good results. In the summer 
time it is difficult to provide appropriate food for most birds, 
but greater numbers of them are attracted by water, which may 
be offered to them in various containers, from a simple can laid 
on the ground, to an elaborate stone or concrete basin. It is also 
possible to get an intimate acquaintance with some birds by 
taking advantage of their nesting time to ,^Cj 
approach and make friends, but this is more 
difficult and takes much more time than in- 
viting the birds to make friends with you. 
The great advantage of the latter method is 
that it may be pursued at your home and thus 
the birds are under constant observation. 

The number of species that can be induced 
to nest in places made by human hands is 
small. The species most easily attracted is 
doubtless the house wren (Fig. 7) whose bub- 
bling song and familiarly inquisitive manner 
make him perhaps the most welcome of all Fig ' J ' The Woodpecker Hole, 
the summer sojourners. Wrens will nest in almost any sort of 
a cavity if they happen to fancy it, but in providing nesting sites 
for these wild things it is better to approach nature as nearly as 
possible. Offer them a cavity nearly like the ones which have 
been used by their kind for hundreds of years, 
namely, the woodpecker hole. This is not a 
simple cylindrical hole in a piece of wood, but is 
shaped as shown (Fig. 1). 

The natural excavation is here compared with 
that made by the best manufacturers, but it can 
be pretty well duplicated by splitting a short 
log and fastening the halves together after the 
hole is completed. Such houses, when placed 

. c , , .. ,. , . Fig. 2. Protecting the Bird 

in iavorable situations, may attract not only the House from Cats 





194 



HANDBOOK FOR PIONEERS 







Fig. 4. Downy Woodpecker 
Inspecting the House 




house wren but the flicker (Fig. 
8), woodpecker (Fig. 4), bluebird 
(Fig. 9), tree swallow, crested 
flycatcher, chickadee (Fig. 9), 
and nuthatch, and while the first 
two species do not seem to be 
much attracted by any cavity 
except the standard natural one, 
those mentioned later may be in- 
duced to nest in almost any sort 
of a box. 
It seems to be more within the reach of 
the human being to make friends with these 
hole-nesting birds than with a great many 
others, and that is a good reason for en- 
deavoring to begin with birds of that type. 
Once a pair of birds is induced to nest in 
your garden, or around your home, the inti- 
macy of your acquaintance with them is 
limited only by the amount of time you can 
spend with them. 

Some other species of birds may be in- 
duced to nest on shelves put up for the 
purpose. These comprise the robin (Fig. 5), 
phoebe, barn swallow, bronzed grackle, but 
the latter, with the cowbird and the blue jay 
(Fig. 3), are not good subjects for encourage- 
ment. They eat nestlings and eggs and 
it is a usual occurrence to find that where 
these predacious birds are encouraged 
smaller and more useful birds diminish. 
A little book by Samuel B. Ladd, 
"How to Make Friends with the Birds," 
may be studied for additional infor- 
mation along this line. 



Fig. 5. Robin Nesting on 
the Bird Shelf 



Classification 

As soon as you have made the acquain- 
tance of even a few kinds of birds, it is time 



NATURE HOBBIES 



195 



to learn what families they belong to, 
for the reason that the habits of differ- 
ent species of a family are more or less 
alike. The robin, for instance, belong- 
ing to the thrush family, has habits 
which resemble to a considerable ex- 
tent those of the hermit, wood, and 
other thrushes. The habits of the 
song sparrow bear a close resemblance 
to those of other sparrows. The habits 
of the warblers and fly catchers bear 

a close relation to each other, and as habits are often a strong 
clue to the identity of a bird, a knowledge of their relationship 
will be a valuable aid to identification. 

Color is, of course, the usual key with which a bird's identity is 
made out, but habits are more instructive and interesting and 
should be studied as much as possible. 




Fig. 6. Chickadee 



Bill 

The most prominent point of resemblance in the different 
families of birds is the bill. The bill is the means of obtaining 
food and, therefore, it follows that the bill must carry a certain 
resemblance. Such families as woodpeckers, flycatchers, and 
sparrows are good examples of families in which the bill is a real 
trademark, showing both occupation and relationship. 

Color Variation 



One phase of bird life which 
is very attractive and interest- 
ing to the beginner is the 
variation of coloring between 
the male and female birds. 
These variations are not con- 
fined to any special families, 
nor do they occur consistently 
throughout most, but very 
few families of birds fail to 
show such variations. Some- 
times the differences are trivial 




Fig. 7. Wren 



196 



HANDBOOK FOR PIONEERS 




Fig. 8. The Flicker 
at the Woodpecker 
Hole Bird House 



and often the male and female are so different that one 
would scarcely take them to belong to the same race. 
As a general rule it may be stated that those species 
which show the most brilliant colors show the greatest 
difference between the sexes. Examples are the oriole, 
tanager, indigo bird, cardinal, bluebird, grosbeak, gold- 
finch, and others. 

Migrations 



Birds, like human beings, have a home. It is the place 
where they return year after year to rear their 
young. The instinct for migration is developed to a 
wonderful extent. Set a boy down at Hamilton and tell him to 
walk to Guelph and he must ask his way many times, but the 
tiny humming-bird finds his way from Lake Superior across the 
Gulf of Mexico, and returns with no guide but that of instinct. This 
sense, if it may be so called, is nearly dormant in human beings. 

Nest Construction 

One of the most interesting depart- 
ments of bird study is the investigation 
of nest construction. After the young 
birds have flown, the nest may be taken 
and carefully picked to pieces, the pieces 
laid together in sorted piles and even- 
tually counted. The individuality of 
\ birds may thus be studied and if it should 
be possible to investigate the character 
of two or more nests made by one bird, 
the comparison may demonstrate the 
settled nature of the individual. 

Big Birds 

Fig. 9. Bluebird Every one ought to feel that in our 

birds, especially the larger ones, all the people have a common 
interest and proprietorship, and it is the privilege of no one to 
kill wastefully, or for display of prowess, any bird which belongs 
to the whole nation. The larger the bird, the more widespread 




NATURE HOBBIES 197 

is the interest taken in it by the general public, and it must be 
regretfully stated that the larger the bird, the greater seems to 
be the impulse, on the part of a certain class of sportsmen, to 
kill it. 

What feature could add more to the interests of our water- 
ways, for example, than the presence of numbers of fish hawks, 
herons, and eagles? The protection that they need depends 
largely upon the backing they receive from public sentiment, and 
every right-feeling boy will give his influence to the protection 
of these birds that need it so sorely. 

SECTION 3 
The Collection and Preservation of Insects 
Arthur Gibson 

Chief Assistant Entomologist, in charge of Field Crop Investigations, 
Department of Agriculture, Ottawa 

There are many boys who are keenly interested in insects and 
their habits, and there are, of course, a great many more who 
have not as yet experienced the pleasure of 
watching these creatures which play so 
important a part in the realm of nature. 
The insect world is truly wonderful and a 
greater number of young people are every 
year becoming more interested in its in- 
habitants. 

The following brief directions for the col- §1^13111 /^orwck 

lection and preservation of insects it is 
hoped will assist those who have an earnest 
desire to retain specimens for future study. 
The careless collection of insects is not, of 
course, advised. Many kinds of insects have a definite pur- 
pose in life and their ruthless destruction is not recommended 
unless they are kinds which are destructive to field crops, trees, 
and other vegetation. 

Nets of various kinds may be purchased from dealers in ento- 
mological supplies. A good net for general collecting purposes 
may be made as follows: Take a piece of cane 38 inches long 




198 



HANDBOOK FOR PIONEERS 



and rather more than one-quarter inch thick. 
Bend this into the shape of a circle by dipping 
in hot water and shave off the ends to fit the 
upper square projections of a ferrule. Any 
tinsmith, for a small sum, will make one of 
these ferrules (Fig. i). For the bag of the 
net, green or white leno, or even ordinary mos- 
quito netting, is serviceable. This should be 
first soaked in water to remove the stiffness. 
When dry again it can be cut in shape similar 
to Fig. 2. A piece of strong cotton should be 
doubled and both edges sewed to the top, so as to make a passage 
for the cane to slide through to keep the net in shape. A handle 
about three feet long completes the outfit. 




Figures i and 2. The Net 



The Killing Bottle 

Any wide-mouthed bottle of convenient size will answer. 
Strong specimen tubes or shell vials can be had cheaply from 
druggists and may be used for the smaller butterflies and moths 
or other insects of similar size. Beetles should be killed separ- 
ately. Potassium cyanide or sodium cyanide are the poisons 
used for killing insects. Whichever cyanide is used should be 
broken into small pieces and put into the bottle, just sufficient 
nearly to cover the bottom. On the top of 
this should be poured some liquid plaster of 
Paris, not more than half an inch. Some 
collectors put in a layer of sawdust between 
the cyanide and the plaster of Paris. The 
bottle should then be left standing for a couple 
of hours before replacing the cork. It is then 
ready for use. Insects placed in the bottle are 
The deadly poisonous nature of the cyanide 
should be kept in mind, and care exercised in handling it. The 
bottle should be labelled "Poison." Large moths, such as the 
Emperors and Sphingids, are killed quickest by oxalic acid diluted 
with water. If the under side of the thorax between the bases of 
the legs is pierced with a sharp pen dipped into this liquid, some 
of the acid will find its way into the body and cause almost 




Banded Purple 

quickly killed. 



NATURE HOBBIES 



199 



instant death. Preparatory to this a few drops of chloroform 
may be poured over the body of the insect to stupefy it. 




Red Admiral 



Collecting 

With a little experience the collector will soon be expert in the 
use of the net. It is impossible to lay down any rules as to where 
to collect. Even butterflies do not all fly in 
the same places. Some kinds prefer sunny 
openings in woods; others, swamps or the 
margins of streams; others, again, are found 
along railroad tracks. The moths are to be 
sought for chiefly at night. Many begin to 
fly during the early evening, and can be caught 
around flowers at that time. The electric 
lights on the outskirts of towns and cities 
attract numbers of moths, beetles, and other insects and here 
they can easily be collected. Beetles may be collected in the 
early part of the season from beneath boards, flat stones, and 
bark of old stumps, and later from flowers, tree trunks, and pools. 
A simple way of collecting beetles and many other kinds of in- 
sects is to hold in one hand an inverted umbrella beneath a 
branch, tapping the latter with a stick held in the other hand, 
in order to dislodge any of the insects which may be on the foli- 
age. Dragon flies prefer swampy 
areas, frequently streams, pools, 
and such places. Two-winged 
and four-winged flies are found 
almost everywhere in fields and 
woods. 

Mounting 

Special tin collecting boxes 
can be bought, but an ordinary 
cigar box with a strip of cork 
glued to the bottom to receive 
the pins will answer. Ento- 
mological pins are a necessity, 
and these can be purchased in 




Fig. 3. The Mounting Board 



200 



HANDBOOK FOR PIONEERS 



various sizes. Butterflies, moths, dragon-flies, and other large 
insects, with the exception of the larger beetles, are pinned 
through the center of the thorax; the beetles are pinned through 
the right wing cover about one-fourth the distance from the 
base. Beetles and other kinds of insects too small to be pinned 
may be preserved by mounting them, with thin LePage's glue 
on small points made from thin white cardboard like that used 
for calling cards. These points should be three-eighths of an 
inch in length by one-eighth of an inch at the wide end. For 
mounting butterflies and moths, spreading boards are used 
(Fig. 3). They can be made of any soft wood. As the bodies 
vary in size several spreading boards are necessary. Boards 12 
inches long and in width 6}4, 4-K", 3>i, and \]4 in. with body 
space &i, )4, %, yi, and ^ in. wide respectively are con- 
venient sizes. Below the groove a strip of cork should be glued 
to hold the pin. When mounted, about one-fourth the length 
of the pin should show above the specimen. 
The wings should be arranged as shown in the 
figure, the lower margins of the front wings 
forming as nearly as possible a straight line. 
With fine needles the wings can be brought 
forward and held in place by strips of writing 
paper or thin cardboard. Specimens should 
be kept on the spreading board at least a 
Yellow Swallowtail week or ten days. 

If it is not convenient to mount the specimens immediately 
after their capture, they may be allowed to dry and later on 
relaxed by putting them in a receptacle containing an inch or 
so of damp sand. A vegetable dish with a close-fitting lid does 
very well for this. In about twenty-four hours the specimens 
should be relaxed sufficiently to spread. 





The Emperor 



Preserving Specimens 

Every specimen saved should bear a 
neat label, giving the locality where 
collected, date of capture, and name 
of collector. Such information is 
often of much scientific value. If only 



NATURE HOBBIES 201 

a small collection is being made, mounted specimens may be 
arranged in ordinary cigar boxes, or any other kind of shallow 
box, the bottom of which is lined with cork to receive the pins. 
It will be necessary to keep examining such boxes at short 
intervals, as they are not, as a rule, tight-fitting and museum 
pests soon find their way into them and destroy the specimens. 
Standard insect cases of various sizes may, of course, be bought 
from dealers. Some forms of deterrent to museum pests, such as 
naphthaline or camphor, should be put in each case or box. A 
simple way is to make small bags of cheesecloth and fill these 
with ordinary flake naphthaline, pinning one of the bags in a 
corner in each box. A pair of entomological forceps will be 
found very useful in handling pinned specimens. 

Rearing Insects 

The collection of immature forms and keeping them under 
observation is one of the most fascinating phases of insect 
study. The caterpillars of many of the moths and butterflies 
are easily reared. Ordinary jelly jars with tin lids make excellent 
breeding cages. Some earth should be put in the bottom of 
each jar, as many caterpillars pupate in the ground. Fresh food 
should be fed every day and care taken to keep the jars clean 
and out of the sun. Unless the caterpillars are very small, only 
one or two should be kept in a jar. If a number of the same 
kind are being reared, larger jars will be necessary. In the fall 
of the year phe cocoons of the Emperor Moths are often seen 
attached to the limbs of trees. If these are gathered, kept out of 
doors during the winter, and brought into the house in May of 
the following year, a most interesting surprise will await the 
collector. 



202 HANDBOOK FOR PIONEERS 

SECTION 4 
The Development of Plant Life 
J. W. Emery, Ph.D. 

Principal, Normal School, Stratford, Out. 

"And the earth brought forth grass, and herb yielding seed after his 
kind, and the tree yielding fruit, whose seed was in itself, after his 
kind; and God saw that it was good" — Genesis I : 12. 

The earth, as most of us see it, is clothed with verdure. Every- 
where we see forms of plant life in endless variety, from the 
towering giants of the forest to the meek flowers of the field and 
wood. We admire their beauty, we use them for food or fuel, 
and we are kept alive by their ability to purify the air. So ac- 
customed have we become to the vegetable life about us that 
we may have been led to think that it has existed unchanged 
from the beginning of the world; but such is not the case. It is 
true that Julius Caesar probably saw in Britain a vegetation 
differing but slightly from that which George V. now looks upon; 
but the time separating these two men is but a moment compared 
with the ages that God has used in bringing this earth to the 
stage at which we see it today. 

We know that ages upon ages ago the earth cooled from a 
fiery, gaseous state to a molten form and from this to solid 
rock. This rock is of the hardest description, chiefly granite. 
Land plants require soil, and soil is made from the breaking 
down of rock by such agents as frost, ice, heat, and % cold — atmos- 
pheric action, a sure but exceedingly slow process. The only 
plants today that can live on bare rocks are the lichens, so we 
must suppose that these were among the earliest of the land 
plants and that they were probably the only plants for a very 
long period of time. Their remains must have contributed 
greatly to the formation of the layer of soil so necessary to the 
growth of the higher plants. 

While the earth was being fitted for its crop of vegetation, the 
water "was bringing forth abundantly." It is here, no doubt, 
that life first appeared, and that in vegetable form. If you look 
into any stagnant pond or slow-running stream you will see 
masses of green, slimy-looking material floating about or fas- 



NATURE HOBBIES 203 

tened to the stones at the bottom. Examination under a micro- 
scope shows that this is composed of beautiful thread-like 
plants, and among them may be seen some that are branching; 
others again are of spherical shape. Those — the so-called 
Algae — are of many species and are the fresh-water representa- 
tives of the larger seaweeds found in the ocean. We have reason 
to believe that these seaweeds occurred long before any of the 
land plants. 

It may be asked how we can speak so confidently about what 
grew in those ages long before history was written, before man 
had yet appeared on earth. We have learned that the first rock 
formed came from the solidified molten mass; it was granite. 
After this had cooled sufficiently, water was condensed upon it. 
Imagine the water in the forms of raindrops, streams, and 
waves, aided by the atmosphere and the heat and cold, acting 
through immense periods of time till great layers of fine sedi- 
ment were spread on the sea floor and compressed into solid 
rock. Imagine the seaweeds and dead shell fish getting mixed 
up in this material. Imagine the new rock being elevated till it 
stood uncovered by the sea. We now have a new kind of rock 
forming the earth's surface, stratified or sedimentary rock. On 
breaking this we find the petrified remains of the life that was 
buried in it — fossil plants and animals. In these stratified rocks 
we have preserved for us a record of the life that has existed on 
the earth, somewhat disconnected, it is true, but becoming more 
and more complete as new links are discovered and the "foot- 
prints of the Creator" brought more clearly to our view by human 
research. 

Now, to return from this digression, the oldest plant fossils we 
find are those of seaweeds and the first land plant remains occur 
in rocks separated from them by immense periods of time. 

We must digress again here, in order to consider briefly the 
different great classes of plants as we find them today. Lowest 
of all are the Algae and following in order of complexity of struc- 
ture are the fungi, mosses, and ferns. These are the so-called 
flowerless plants. Above these are the seed-bearing plants, first 
the conifers or evergreens, then those of the palm type includir.g 
lilies, grains, and grasses, and finally the highest forms rep- 
resented by our hardwood trees and the majority of our flowering 



204 HANDBOOK FOR PIONEERS 

shrubs and herbs. By a "low" plant is meant one that has few 
or no organs, being a homogeneous mass or layer or thread or 
even a single microscopic cell. The "higher" the plants, the 
greater the differentiation of parts into root, stem, flower, bark, 
veins, and hairs, each with its peculiar function. It is worthy 
of note that the oldest rocks contain only the lowly-organized 
plants, the higher plants appearing in order as the rocks become 
more recent. 

The most interesting of plant remains are in the carboniferous 
period, the period during which most of our best coal seams were 
formed from the profuse vegetation of that time. The forests of 
this period presented a strange sight. There were no hardwood 
trees, no evergreens; but tall tree-ferns and gigantic horsetails, 
and the scaly trees, the Lepidodendron, represented now by the 
little creeping clubmoss used for Christmas decorations. With 
a little patience any one may find traces of these ancient plants 
in the pieces of black shale commonly seen mixed with the coal. 

In the ages that followed the carboniferous, the evergreens 
appeared. The rock informs us that at one time the great red- 
woods, now confined to a short strip in the warmer parts of the 
Pacific Coast, were the predominant trees of the North American 
forests. But conditions changed and they passed away, new 
types taking their place; first the palms and other tropical or 
sub-tropical trees, and finally the hardwood forests very much 
like those we see today. And so we not only have our earth 
clothed with an endless variety of plants, but these have been 
getting better and better with the passing ages. 

We ought not to suppose, however, that God had to perform 
a special act of creation as each new plant was needed. It suf- 
ficed that He gave that mysterious thing Life and an orderly 
law of development. Changing conditions were then able by a 
gradual process which we call evolution to convert one form of 
life into another better adapted to the new environment. Cre- 
ation is not yet finished. 

The biblical account of the creation is so brief that one might 
get the impression that all the plants were made in one day just 
at the speaking of a word, and there are many good people who 
resent the introduction of any other plan as discrediting God's 
word. 



NATURE HOBBIES 205 

In the foregoing account there is ncv contradiction of the book 
of Genesis. Let us be careful not to expect from the Bible that 
which it was never intended to give us. It is purely a spiritual 
revelation. In it we. find what the human mind, aided by the 
finest instruments, has been able to discover: God created the 
earth, the heavens above it, and the life upon it. The Bible is 
not a book of science nor of history : hence, to discover how He 
created these things we must look elsewhere. God has given 
us eyes, ears, reason, and a second great book, nature. With 
these senses and this reason He bids us read for ourselves. 

"There is a book who runs may read ; 

Which heavenly truth imparts, 
And all the lore its scholars need — 

Clear eyes and Christian hearts. 
The works of God above, below, 

W T ithin us and around, 
Are pages in that book to show 

How God Himself is found." 

He would be great, indeed, who could bring all the plants of 
the world into being by a magic word like some great genius of 
the Arabian Nights. But is He not an infinitely greater God 
whose days are aeons; who works through all eternity by sys- 
tematic, orderly, unchanging laws which are beneficent when 
obeyed, but bring inevitable disaster to the transgressor? 



SECTION 5 
The Making of the Earth* 
Cecil L. Brown 

I believe one of the most fascinating trips that one can take is 
an imaginary trip away back down the ages of time, away 
beyond the earliest dawn of human history. This was many 
millions of years before men began to record historical events on 
the walls of their caves, on the sides of great pyramids, on bark, 



* Scientists are not and perhaps never may be all agreed upon any one of the 
theories founded upon geological and other facts, but many, if not most, will agree 
in general with this account of the making of the earth. 



206 HANDBOOK FOR PIONEERS 

on skins, or on paper; yes, millions of years before men were 
ever on this earth. Yet the rocks and stones of this earth were 
wonderful historians and some men whom we call geologists 
have been able, with the help of the rocks and stones, to read 
the history of the long ages past, and a wonderful history it is. 
If I were to attempt to tell you the story of it in detail, it would 
take many large books, so we will discuss it here only very briefly. 
In the beginning God created the heaven and the earth. The 
earth was without form and unfinished. The writer of Genesis 
gives us a very true story of the making of the earth, but does 
not describe the process of making it at all in detail. First, he 
says that the earth was without form and void. Now, scientists 
tell us that this was so, and that God caused the earth to exist 
first in a gaseous state. This great amount of gas was very hot. 
The heat was far greater than any heat that we know at the 
present time. Water when it is very hot is in the form of a gas 
which we call water vapor. As the water vapor cools it turns 
to a liquid called water, and when it gets very cold it turns to a 
solid called ice. Now any mineral or rock, if heated to a suf- 
ficient temperature, turns to a molten state, and if it is made 
still hotter, it turns to a gaseous state. Thus it is supposed that 
all the water, minerals, and rock that we have in the world to- 
day were mixed up in an intensely hot gaseous form. The earth 
then, of course, would have been much 
larger than now, as we know water ex- 
pands when it turns to steam, so all of these 
substances must have taken up more space 
O ** 1 when in a gaseous state (Fig. i). 

Imagine a world of this kind, nothing 
but an immensity of flaming vapor. Then, 
as this gradually began to cool, it naturally 
Fi s- i turned to a liquid form and this world would 

Illustrating comparative sizes of , r r 

gaseous stages with present earth, be just one vast ocean of fiery matter, 

a. Present Size. swung into mid-space by the Creator, 

c - \D^r e eaJes e in Size. sending its lurid glare of fearful light far 

' ' through the cold intervals of infinite space. 

Supposing it were possible for us to have witnessed this won- 

derfuU yet terrible sight, we would very likely have said, "Surely 





■a 



NATURE HOBBIES 207 

God is making a great mistake, how can any created being ever 
inhabit or enjoy a world like this?" But God's knowledge is 
deeper than ours, and in this mass of molten matter He saw 
order and beauty and the beginnings of a great and beautiful 
earth. _ 

We must never be hasty and doubt 
God, because God works slowly and in 
a developmental manner and He never 
makes a mistake. When we take an 
acorn into our hands, we might say, 
"God can never make a strong and 

Fig. 2 
Sturdy Oak tree OUt of this, but yet Illustrating the attractive force of 

we know He does. He takes a hundred ' ' e x oon ' a . Earth. 
years to do it, but when it is finished it b - ^Uai Wave. 

. c. Moon. 

is mighty and strong. 

You have all heard of the tidal wave that crosses the ocean 
every twenty-four hours. This is supposed to be caused by an 
attractive force exerted by the moon. Now, we have reason 
to believe that when the earth was in this molten state the moon 
would quite naturally cause a wave of this fiery liquid to go 
clear around the earth every twenty-four hours. As the molten 
mass cooled, however, a crust, like thin ice forming on water, 
was formed on the outside of the molten mass, and when the 
tidal wave came around it shattered this thin crust to fragments. 
This would take place till the crust was sufficiently thick to 
withstand the pulling force exerted by the moon (Fig. 2). 

As ages of time swept on and the earth's crust became stronger 
and thicker, the water which had heretofore existed in the form 
of water vapor, gradually began to cool. A scene of terrific 
sublimity now approaches. As yet no water existed upon the 
earth. No rain had fallen upon the parched and blackened crust. 
All the water which now fills the oceans and the rivers and the 
lakes, all which saturates the atmosphere and the soil and the 
rocks, rested then upon the earth as an arid, elastic, invisible 
vapor, extending an unknown distance into surrounding space. 
This vapor was not like steam, but intensely hot and invisible. 
It was like the water vapor just issuing from the exhaust pipe of 
a steam boiler. The time had now arrived, however, when the 
remoter regions away from the earth to which this aqueous gas 



208 HANDBOOK FOR PIONEERS 

extended began to be so far reduced in temperature as to cause 
condensation to begin, as the heated water vapor, rushing from 
the locomotive, soon cools into a cloud of visible mist or steam. 
If a person could have been present on the earth at this time, he 
would have seen the dusky atmosphere begin to thicken. In 
the far-off regions wisps of paper crept along the sky, as thin 
dark clouds or cirri. In our day this would denote a gathering 
storm and so it did in this case. These clouds grew and thick- 
ened and darkened, till a pall of impending clouds enwrapped the 
earth, and the light of the sun, moon, and stars was shut out for 
a geological age, which probably covered thousands of years. 
Particles of cooled vapor drew particles to themselves and the 
rain drops began to fall towards the warmer strata of air near 
the earth. But in their descent as they approached the still hot 
crust of the earth they were scorched to steam again and, as the 
meteor's light vanishes in mid-heaven, they disappeared and 
were sent hurrying back to the bosom of the cloud, to be again 
sent forth as rain and again consumed back into the cloud. At 
length they got as far as the hot crust, but this seething, hot 
crust rejected the cool offering and they were driven back to the 
over-burdened cloud, which had an ocean in its bosom to transfer 
to the earth. 

The space between the clouds and the earth was 
one stupendous scene of ebullition. But. the descent 
of rains and the ascent of vapors disturbed the elec- 
tricities of the elements. In the midst of this natural 
yet stupendous contest between fire and water, the 
voices of heaven's artillery were heard. Lightnings 
"? ' darted through the awful darkness and world-con- 

niustrating formation vulsing thunders echoed through the universe. Yet 
of earth's crust a \\ was order and all part of a great plan. The 

a. Former Mass. \ , •'tr*~*±,i*-* • i 

b. Wrinkles, etc., in infinite mind of God the Creator saw in the making 
Shrinkage. an earth beautiful> which wou id be a fit abode for 

all the lower creatures He was to create, as well as for men. 

But now the great storm has passed and the waters cover the 
face of the earth. As the crust cools it shrinks and as it shrinks 
it wrinkles up in places. Mountain ranges and islands protrude 
up through the surface of the water. 




NATURE HOBBIES 209 

As this cooling process goes on, even continents are heaved 
up through the surface of the mighty ocean and the water 
gradually drains off. As this vast ocean we have mentioned 
washed around the surface of the earth, it caused a great ero- 
sion on the rocky crust and a sediment of fine rock gradually 
was formed and settled on the bottom. 

Now, as the islands and continents appeared, shoved up by 
the earth's shrinkage and covered with this sediment, vegetation 
sprang up on the land. Then, as the water cooled, myriads of 
water animals and fish appeared in the oceans and lakes and 
animals roamed the forests, which already covered much of the 
land. The plains were clothed in verdant grass; the trees, 
bearing fruits and nuts, grew in all the forests; multitudes of 
fishes filled the lakes and rivers; animals roamed the forests, 
whose flesh was useful for food, and whose skins were excellent 
for clothing — when all was ready, God introduced man to the 
earth which He had prepared for him and gave him dominion 
over all. 

This is only a short story of the making of the earth. It does 
not stretch back into the unknown eternity. However, we find 
God to be the firm rock of support from which the chain of 
existence hangs. He is the "Rock of Ages." We feel strength- 
ened and comforted in knowing that, even though our knowledge 
is very small, even though there are mysteries we cannot explain, 
there is one thing we know, and that is, "In the beginning God 
created." 




CHAPTER XIII 

OUR NATIVE TREES 

Ernest Thompson Seton 

"Fifty Common Forest Trees of Eastern North America' 



White Pine 

Red Pine, Canadian Pine, or 

Norway Pine 
Long-leaved Pine, Georgia Pine, 

Southern Pine, Yellow Pine 
Tamarack, or Larch 
White Spruce 
Hemlock 
Balsam Tree 
Bald Cypress 

Arbor- vitae, or White Cedar 
Quaking Asp, or Quiver Leaf 
Black Willow 
Balsam Poplar, or Balm of 

Gilead 
Cottonwood 
Black Walnut 
White Walnut 
Pecan 

Shagbark or Shellbark 
Mockernut 
Pignut Hickory 



Red Oak 

Scarlet Oak 

Black Oak, or Golden Oak 

Pin Oak, or Swamp Oak 

Beech 

Chestnut 

White Elm, Water, or Swamp 

Elm 
Slippery Elm 

Osage Orange, or Bow-wood 
Tulip Tree, White-wood, or 

Yellow Poplar 
Sassafras 
Sweet Gum, Star-leaved 

Gum, or Liquidambar 
Sycamore, or Buttonwood 
Red-bud, or Judas Tree 
Sugar Maple, Rock Maple, or 

Hard Maple 
Silver Maple or Soft Maple 
Red, Scarlet, Water, or 

Swamp Maple 



1 Reproduced by permission from The Woodcraft Manual, copyright, 1918, by 
The Woodcraft League of America, Inc. 



OUR NATIVE TREES 



21 



Gray Birch, or Aspen-leaved 

Birch 
White, Canoe, or Paper Birch 
Yellow Birch, or Gray Birch 
Ironwood, or Hop Hornbeam 
Blue Beech, or American Horn- 
beam 
White Oak 
Yellow Oak, or Chestnut Oak 



Box Elder, or Ash-leaved 

Maple 
Basswood, White-wood, or 

Linden 
Sour Gum, Black Gum, Pep- 

peridge, or Tupelo 
White Ash 
Black Ash, Hoop Ash, or 

Water Ash 



White Pine, or Weymouth Pine 

{Pinus Strobus) 

A noble evergreen tree, up to 175 feet high. The lumberman's 
prize. Its leaves are in bunches of 5, and are 3 to 5 inches long; 
cones 4 to 8 inches long. Wood pale, soft, straight-grained, easily 




White Pine 

split. Warps and checks less than any other of our timbers. A 
cubic foot weighs 24 lbs. (a cubic foot of water weighs 63 lbs.). 
Minnesota and Manitoba to Nova Scotia and Pennsylvania. 




Red Pine 



212 HANDBOOK FOR PIONEERS 

Red Pine, Canadian Pine, or Norway Pine 

(Pinus resinosa) 

Evergreen; somewhat less than the White Pine, with leaves 
4 to 6 inches long, in bunches of 2, comes i}4 to 2}4 inches long. 
Wood darker, harder, and heavier. A cubic foot weighs 30 lbs. 
Range as above. 



Long-leaved Pine, Georgia Pine, Southern Pine, 
Yellow Pine, or Hard Pine 

{Pinus palustris) 

A fine tree, up to 100 feet high; evergreen; found in great 
forests in the Southern States; it supplies much of our lumber 
now; and most of our turpentine, tar, and rosin. Wood strong 




Long-leaved Pine 

and hard, a cubic foot weighs 44 lbs. Its leaves are 10 to 16 
inches long, and are in bunches of 3; cones, 6 to 10 inches long. 
Range, Virginia to Louisiana and Florida. 



Tamarack, Larch, or Hackmatack 

(Larix laricina) 

A tall, straight tree of ±he northern swamps yet often found 
flourishing on dry hillsides.' One of the few conifers that shed all 
their leaves each fall. Leaves }4 to 1 inch long; cones }4 to K 
inch. Wood very resinous, heavy, and hard, "a hard, soft wood'' 



OUR NATIVE TREES 



213 




Tamarack 

very durable as posts. In Manitoba I have seen tamarack fence 
posts unchanged after twenty years' wear. It is excellent for 
firewood, and makes good sticks for a rubbing-stick fire. A cubic 
foot weighs 39 lbs. Found north nearly to the limit of trees; 
south to northern New Jersey and Minnesota. 



White Spruce 
(Picea Canadensis) 

60 to 70 or even 150 feet high. 



Evergreen; 60 to 70 or even 150 teet nign. Leaves y 2 to % 
inch long; cones 1^ to 2 inches long, are at the tips of the 
branches and deciduous; the twigs smooth. Wood white, light, 




White Spruce 

soft, weak, straight-grained, not durable; a cubic foot weighs 25 
lbs. Its roots afford the wat-tap or cordage for canoe-building 
and camp use generally. North to the limit of trees east of 
Rockies, south to Dakota, Wisconsin, and Maine. 



Hemlock 

(Tsuga Canadensis) 

Evergreen; 60 to 70 feet high; occasionally 100; wood pale, 
soft, coarse, splintery, not durable. A cubic foot weighs 26 lbs. 
Bark full of tannin. Leaves }4 to % inch long; cones about the 



214 



HANDBOOK FOR PIONEERS 




Hemlock 

same. Its knots are so hard that they quickly turn the edge of an 
axe or gap it as a stone might; these are probably the hardest 
vegetable growth in our woods. Wisconsin to Nova Scotia and 
south on the mountains to Georgia. 



Balsam Tree, or Canada Balsam 

(Abies balsamea) 

Evergreen; famous for the blisters on its trunk, yielding Can- 
ada balsam which makes a woodman's plaster for cuts or a 
waterproof cement; and for the exquisite odor of its boughs, 




Balsam 

which also supply the woodman's ideal bed. Its fiat leafage is 
distinctive. Wood pale, weak, soft, perishable. A cubic foot 
weighs 24 lbs. New Alberta to Newfoundland and south to 
Virginia. 

Bald Cypress 
(Taxodium distichum) 

A fine forest tree, up to 150 feet, with thin leaves somewhat 
like those of Hemlock, half an inch to an inch long; cones 
rounded about an inch through. Sheds its leaves each fall so is 



OUR NATIVE TREES 



215 




Bald Cypress 

"bald" in winter. Noted for the knees or upbent roots that it 
develops when growing in water. Timber soft, weak, but durable 
and valuable; a cubic foot weighs 27 lbs. In low wet country of 
Mississippi Valley and southeast coast. 



Arbor-vitae, or White Cedar 

{Thuya occidentalis) 

Evergreen; 50 to 60 feet high. Wood soft, brittle, coarse- 
grained, extremely durable as posts; fragrant and very light (the 
lightest on our list). Makes good sticks for rubbing-stick fire. 




Arbor-vitae 



A cubic foot weighs only 20 lbs. The scale-like leaves are about 
6 to 8 to the inch, the cones half an inch long or less. Manitoba 
to Nova Scotia, and Pennsylvania; south on mountains to 
North Carolina. 



216 HANDBOOK FOR PIONEERS 

Quaking Asp, Quiver Leaf, Aspen Poplar, or Popple 

(Populns tremuloides) 

A small forest tree, but occasionally ioo feet high. Readily- 
known by its smooth bark, of a light green or whitish color. The 
wood is pale, soft, close-grained, weak, perishable, and light. A 




Quaking Asp 

cubic foot weighs 25 lbs. Good only for paper pulp, but burns 
well when seasoned. When green it is so heavy and soggy that it 
lasts for days as a fire check or back-log. Leaves l}4 to 2 inches 
long. Canada and Northern States. 



Black Willow 

(Salix nigra) 

The common Willow of stream-banks, usually 20 to 40 feet 
high, sometimes 100. Bark nearly black. Its long, narrow, 
yellow-green shining leaves are sufficiently distinctive. A decoc- 
tion of Willow bark and roots is said to be the best known sub- 
stitute for quinine. Noted for early leafing and late shedding; 
leaves 3 to 6 inches long. Wood pale, weak, soft, close-grained; 
a cubic foot weighs 28 lbs. Manitoba to Nova Scotia and south 
to Gulf. 



OUR NATIVE TREES 



217 




Black Willow 

Balsam Poplar, Balm of Gilead, or Tacamahac 

(Populas balsamifera) 

Fifty to 60 feet ordinarily, but sometimes 100 feet high. Bark 
rough and furrowed. The great size of the buds and their thick 




Balsam Poplar 

shiny coat of fragrant gum are strong marks. Wood much as in 
the preceding, but weighs 23 lbs. a cubic foot. Leaves 3 to 6 
inches long. Canada and Northern States. 



Cottonwood 

(Populus deltoides) 

Small and rare in the Northeast. Abundant and large in 
West; even 150 feet high. Wood as in other poplars but weighs 
24 lbs. a cubic foot. Leaves 3 to 5 inches long. Maine to Georgia 
and west to Alberta. 



218 



HANDBOOK FOR PIONEERS 



Black Walnut 

(Juglans nigra) 

A magnificent forest tree up to 150 feet high; usually much 
smaller in the East. Wood a dark purplish brown or gray; hard, 
close-grained; strong; very durable in weather or ground work, 
and heavy. A cubic foot weighs 38 lbs. Leaflets 13 to 23; and 
3 to 5 inches long. Fruit nearly round, i}4 to 3 inches in diam- 
eter. Massachusetts to Minnesota and south to Mississippi. 





Fruit of black walnut Fruit of butternut 

About half size 



OUR NATIVE TREES 



219 



White Walnut, Oil Nut, or Butternut 

(Juglans cinerea) 

Much smaller than the last, rarely 100 feet high; with much 
smoother bark and larger, coarser, compound leaves, of fewer 
leaflets, but the petioles or leaflet stalks and the new twigs are 
covered with sticky down. 




White Walnut 

The wood is light brown, soft, coarse, not strong, but very 
enduring in weather and ground work; light; leaves 15 to 30 
inches long; leaflets II to 19 in number and 3 to 5 inches long; 
fruit oblong, 2 to 3 inches long. Nova Scotia to Minnesota and 
south to Mississippi. 




Pecan 




220 HANDBOOK FOR PIONEERS 

Pecan 

{Hicoria Pecan) 

A tall slender forest tree in low moist soil along streams, up 
to 170 feet in height; famous for its delicious nuts, which are 
smooth and thin shelled; fruit, oblong, cylindrical, l}4 to 2yi 
inches long. Its leaves are smooth when mature; leaflets 11 to 
15, and 4 to 7 inches long; wood hard and brittle, a cubic foot 
weighs 45 lbs. Central Mississippi Valley. 

Shagbark, Shellbark, or White Hickory 
{Hicoria ovata) 

A tall forest tree up to 120 feet high. Known at once by the 
great angular slabs of bark hanging partly detached from its 
main trunk, forced off by the growth of wood, but too tough to 




Shagbark 

fall. Its leaves are 8 to 14 inches long, with 5 to 7 broad leaflets. 
The wood is very light in color, close-grained, tough, and elastic. 
It makes an excellent bow; is the best of fuel. A cubic foot 
weighs 52 lbs. Dakota to Maine and south to Mississippi. 

Mockernut, White Heart, or Big-bud Hickory 

{Hicoria alba) 

A tall forest tree, up to 100 feet. Wood much like that of 
Shagbark, but not quite so heavy (51 lbs.). Its bark is smooth 



OUR NATIVE TREES 



221 




and furrowed like that of the Pignut. Its leaves are like those of 
the Shagbark, but it has 7 to 9 leaflets, instead of 5 to 7 ; it has 
a large terminal bud }4 to^i o( an inch long, and the leaves have a 
resinous smell. Its nut in the husk is nearly 2 inches long; the 
nut shell is 4-ridged toward the point, has a very thick shell, and 
small, sweet kernel. Maine to Oklahoma and Florida. 



Pignut Hickory 

{Hicoria glabra) 

A tall forest tree; 100 and up to 120 feet high. Wood much 
1 in the Mockernut; bark smooth and furrowed; not loose 




Pignut Hickory 



222 



HANDBOOK FOR PIONEERS 



plates. Leaves 8 to 12 inches long. Nut slightly or not at all 
angular, very thick shelled; the pear shape of fruit is a strong 
feature, i>i to 2 inches long. Maine to Nebraska and south to 
the Gulf. 

Gray Birch, or Aspen-leaved Birch 

(Betula populifolia) 

A small tree found on dry and poor soil; rarely 50 feet high. 
Wood soft, close-grained, not strong, splits in drying, useless for 
weather or ground work. A cubic foot weighs 36 lbs. Leaves 2 
to 3 inches long. It has a black triangular scar at each armpit. 
Quebec south to Maryland. 




Gray Birch 




White 



OUR NATIVE TREES 223 

White, Canoe, or Paper Birch 

{Betula papyrifera) 

A tall forest tree up to 80 feet high; the source of bark for 
canoes, etc. One of the most important trees in the northern 
forest. Besides canoes, wigwams, vessels, and paper from its 
bark, it furnishes syrup from its sap and the inner bark is used 
as an emergency food. Every novice rediscovers for himself 
that the outer bark is highly inflammable as well as waterproof, 
and ideal for fire-lighting. Though so much like the Gray Birch, 
it is larger, whiter, and with but small black scars at each limb. 
The timber is much the same, but this weighs 37 lbs. Its leaf 
and catkin distinguish it; the former is 2 to 3 inches long. All 
Canada and south to Illinois. 



Yellow Birch, or Gray Birch 

(Betula lutea) 

A forest tree, of 30 to 50 feet in height. Bark obviously birch, 
but shaggy and gray or dull yellow. Wood as in the others, but 




Yellow Birch 

reddish. A cubic foot weighs 41 lbs. Leaves 3 to 4 inches long. 
Minnesota to Newfoundland and south to Virginia. 



Ironwood, Hard-hack, Leverwood, Beetle-wood, 
or Hop Hornbeam 

(Ostyra Virginiana) 

A small tree; 20 to 30, rarely 50, feet high; named for its 
hardness and its hoplike fruit. Bark furrowed. Wood tough, 
close-grained, unsplitable. One of the strongest, heaviest, and 



224 



HANDBOOK FOR PIONEERS 




Ironwood 

hardest of timbers. A cubic foot weighs over 51 lbs. That is, it 
comes near to Shagbark Hickory in weight and perhaps goes 
beyond it in strength and hardness. Leaves 3 to 5 inches long. 
Fruit i}4 to 2}4 inches long. Dakota to Nova Scotia and south 
to Gulf. 



Blue Beech, Water Beech, or American Hornbeam 

{Carpinus Caroliniana) 

A small tree, 10 to 25, rarely 40, feet high; bark smooth. 
Wood hard, close-grained, very strong; much like Ironwood, but 
lighter. A cubic foot weighs 45 lbs. Leaves 3 to 4 inches long. 
United States east of Missouri River. 




Blue Beech 



OUR NATIVE TREES 225 

White Oak 

{Quercus alba) 

A grand forest tree; over 100 feet up to 150 feet high. The 
finest and most valuable of our oaks. The one perfect timber 
for shipbuilders, farmers, and house furnishers. Its wood is pale, 




White Oak 



strong, tough, fine-grained, durable, and heavy. A cubic foot 
weighs 46 lbs. I found that when green it weighed 68 lbs. to the 
cubic foot and of course sank in water like a stone. Called white 
from pale color of bark and wood. Leaves 5 to 9 inches long. 
Texas to Minnesota and easterly. 



Yellow Oak, Chestnut Oak, or Chinquapin Scrub Oak 

(Quercus MuhlenbergH) 

A great forest tree; up to 160 feet high; wood as usual, but the 
heaviest of all when dry ; a cubic foot weighs 54 lbs. ; when green, 
it is heavier than water, and sinks at once. It is much like the 
Chestnut Oak but its leaves are narrower, more sharply saw- 
edged, and its acorns much smaller, about half the size. Its 
acorns ripen in one season. Leaves 4 to 6 inches long. Louisiana 
to Iowa and easterly to Massachusetts. 



226 



HANDBOOK FOR PIONEERS 




Yellow Oak 



Red Oak 

(Quercus rubra) 



A fine forest tree, 70 to 80, or even 140, feet high. Wood red- 
dish brown. Sapwood darker. Hard, strong, coarse-grained, 
heavy. A cubic foot weighs 41 lbs. It checks, warps, and does 





Red Oak 



net stand for weather or ground work. The acorn takes two 
seasons to ripen. Apparently all those oaks whose nuts take two 
seasons to ripen have wood that soon rots. The low, flat shape 
of the cup is distinctive; in fact, it has no cup, it has a saucer; 
leaves 4 to 8 inches long. Missouri to Minnesota and east to 
Atlantic. 



OUR NATIVE TREES 



227 



Scarlet Oak 

(Quercus coccinea) 

Seventy to 80 or even 160 feet high. Scarlet from its spring 
and autumn foliage color. The leaves are a little like those of 
the Black Oak, but are frondlike with three or four deep, nearly 
even, cuts on each side. The acorns of this can be easily matched 
among those of the Black Oak, but the kernel of the Scarlet is 
white, that of the Black is yellow; they take two seasons to 
ripen. Wood much as in Red Oak but weighs 46 lbs. per cubic 
foot. Leaves 4 to 8 inches long. Massachusetts to Georgia and 
Iowa. 




Scarlet Oak 




Black Oak 



228 HANDBOOK FOR PIONEERS 

Black Oak, Golden Oak, or Quercitron 

{Quercus velutina) 

Seventy to 80 or even 150 feet high. The outer bark is very 
rough, bumpy, and blackish; inner bark yellow. This yields 
a yellow dye called quercitron. The leaf is of the Scarlet Oak 
style, but has uneven cuts and usually a large solid area in the 
outer half. The wood is hard, coarse-grained, checks, and does 
not stand for weather or ground work. A cubic foot weighs 44 
lbs. Wisconsin to Maine and south to Gulf. 



Pin Oak, or Swamp Oak 

{Quercus palustris) 

Fifty to 70 or even 120 feet high, in swampy land. Wood 
hard, coarse-grained, very strong and tough. Will not stand 




Pin Oak 



exposure next to ground. A cubic foot weighs 34 lbs. Its acorns 
take two seasons to ripen. Leaves 4 to 6 inches long. In moist 
woods and along swamp edges. Massachusetts to Iowa and 
Arkansas. 

Beech 

(Fagus grandifolia) 

In all North America there is but one species of Beech. It is 
a noble forest tree, 70 to 80, and occasionally 120, feet high; 
readily distinguished by its unfurrowed ashy gray bark. Wood 
hard, strong, tough, close-grained, pale, heavy. Leaves 3 to 4 
inches long. A cubic foot weighs 43 lbs. Wisconsin to Nova 
Scotia and south to Gulf. 



OUR NATIVE TREES 



229 




Beech 



Chestnut 
» (Castanea dentata) 

A noble tree, 60 to 80 or even 100 feet high. A cubic foot of 
the wood weighs 28 lbs. Leaves 6 to 8 inches long. Massachu- 
setts to Indiana and Mississippi. 




Chestnut 



230 



HANDBOOK FOR PIONEERS 



Slippery Elm, Moose, or Red Elm 

( Ulmus fulva) 

Smaller than White Elm, maximum height about 70 feet. 
Wood dark, reddish, hard, close, tough, strong; durable next the 
ground; heavy; a cubic foot weighs 43 lbs. Its leaves are larger 
and rougher than those of the former. Four to 8 inches long, and 
its buds are hairy, not smooth. Maine to Minnesota and south 
to Gulf. 




1. White Elm 

2. Slippery Elm 

3. Cock Elm 

4. Wahoo Elm 




Slippery Elm 



White Elm, Water, or Swamp Elm 

(Ulmus Americana) 

A tall, splendid, forest tree; commonly 100, occasionally 120, 
feet. Wood reddish brown; hard, strong, tough, very hard to 
split. A cubic foot weighs 41 lbs. Soon rots near the ground. 
Leaves 2 to 5 inches long. Manitoba to Nova Scotia and south 
to Gulf. 



OUR NATIVE TREES 



231 




White Elm 



Osage, Orange, Bodarc (Bois D'arc), or Bow-wood 

(Toxylon pomiferum) 

A small tree, rarely 60 feet high. Originally from the middle 
Mississippi Valley, now widely introduced as a hedge tree. 
Famous for supplying the best bows in America east of the 
Rockies. Wood is bright orange; very hard, elastic, enduring, 
and heavy. Leaves 3 to 6 inches long. A cubic foot weight 
48 lbs. 




Osage 



232 HANDBOOK FOR PIONEERS 

Tulip Tree, White-wood, Canoe Wood, or Yellow Poplar 

(Liriodendron tulipifera) 

One of the noblest forest trees, ordinarily ioo feet, and some- 
times 150 feet, high. Noted for its splendid, clean, straight 
column; readily known by leaf, 3 to 6 inches long, and its tulip- 
like flower. Wood soft, straight-grained, brittle, yellow, and 
very light; much used where a broad sheet easily worked is 
needed but will not stand exposure to the weather; is poor fuel; 
a dry cubic foot weighs 26 lbs. Mississippi to Atlantic, Lake 
Ontario to Gulf. 




Tulip Tree 



Sassafras, or Ague Tree 

(Sassafras sassafras) 

Usually a small tree of dry, sandy soil, but reaching 125 feet 
high in favorable regions. Its wood is dull orange, soft, weak, 
coarse, brittle, and light. A cubic foot weighs 31 lbs. Very 
durable next the ground. Leaves 4 to 7 inches long. Maine to 
Iowa and Texas to Atlantic. (See next page.) 



OUR NATIVE TREES 



233 




Sassafras 



Sweet Gum, Star-leaved, or Red Gum, Bilsted, 
Alligator Tree, or Liquidambar 

{Liquidambar styraciflua) 

A tall tree up to 150 feet high of low, moist woods, remarkable 
for the corky ridges on its bark, and the unsplitable nature of its 
weak, warping, perishable timber. Heart-wood reddish brown, 
sap white ; heavy, weighing 37 lbs. to cubic foot. Leaves 3 to 5 
inches long. Massachusetts to Missouri and south to Gulf. (See 
next page.) 



Sycamore, Plane Tree, Buttonball, or Burtonwood 

(Platanus occidentalis) 

One of the largest of our trees; up to 140 feet high; commonly 
hollow. Wood light brownish, weak; hard to split; heavy for 
its strength. A cubic foot weighs 35 lbs. Little use for weather 
work. Famous for shedding its bark as well as its leaves. Leaves 
4 to 9 inches long. Canada to the Gulf. (See next page.) 



234 



HANDBOOK FOR PIONEERS 




Sweet Gum 




Sycamore 



OUR NATIVE TREES 



235 



Red-bud, or Judas Tree 

{Cercis Canadensis) 

Small tree of bottom lands, rarely 50 feet high ; so called from 
its abundant spring crop of tiny rosy blossoms, coming before the 
leaves, the latter 2 to 6 inches broad. "Judas tree" because it 
blushed when Judas hanged himself on it (Keeler). Its wood is 
dark, coarse, and heavy. 

A cubic foot weighs 40 lbs. Maryland to Iowa and southward. 




Red-bud 



Sugar Maple, Rock Maple, or Hard Maple 

{Acer saccharum) 

A large, splendid forest tree, 80 to 120 feet high; red in au- 
tumn. Wood hard, strong, tough, and heavy but not durable. 





Sugar Maple 



236 



HANDBOOK FOR PIONEERS 



A cubic foot weighs 43 lbs. It enjoys with Beech, Hickory, etc., 
the sad distinction of being a perfect firewood. Thanks to this 
it has been exterminated in some regions. 

Bird's-eye and curled Maple are freaks of the grain. Leaves 
3 to 5 inches long. Its sap produces the famous maple sugar. 
Manitoba to Nova Scotia and south to Gulf. 



Silver Maple, White, or Soft Maple 

(Acer saccharinum) 

Usually a little smaller than the Sugar Maple and much 
inferior as timber. Wood hard, close-grained. A cubic foot 
weighs 33 lbs. Leaves 5 to 7 inches long. This tree produces 
a little sugar. It is noted for its yellow foliage in autumn. Nova 
Scotia to Minnesota and south to Oklahoma and Georgia. 




Silver Maple 



Red, Scarlet, Water, or Swamp Maple 
(Acer rub-rum) 

A fine tree the same size as the preceding. Noted for its 
flaming crimson foliage in fall, as well as its red leaf-stalks, 
flowers, and fruit earlier. Its wood is light-colored, tinged 



OUR NATIVE TREES 



237 



reddish, close-grained, smooth with varieties of grain, as in 
Sugar Maple; heavy. A cubic foot weighs 39 lbs. Leaves 2 to 
6 inches long. Quebec to Minnesota and south to Gulf. 





Red Maple 



Box Elder, or Ash-leaved Maple 

(Acer Negundo) 

A small tree, 40 to 50 up to 70 feet high, found chiefly along 
streams. Wood pale, soft, close-grained, light. A cubic foot 
weighs 27 lbs. Poor fuel. Makes paper-pulp. Leaflets 2 to 4 
inches long. Massachusetts to British Columbia south to Mexico 
and Alabama. 




Box Elder 



2 3 8 



HANDBOOK FOR PIONEERS 



Basswood, White-wood, Whistle-wood, Lime, or Linden 

(Tilia Americana) 

A tall forest tree 60 to 125 feet; usually hollow when old. 
Wood soft, straight-grained, weak, white, very light. A cubic 
foot weighs 28 lbs. It makes a good dugout canoe or sap trough. 

The hollow trunk, split in halves, was often used for roofing. 
Poor firewood, and soon rots, makes good rubbing-sticks for 
friction fire. Its inner bark supplies coarse cordage and mat- 
ting. Its buds are often eaten as emergency food. Leaves 2 
to 5 inches wide. Manitoba to Nova Scotia and south to Texas. 




Basswood 



Sour Gum, Black Gum, Pepperidge, or Tupelo 

(Nyssa sylvatica) 

A forest tree up to no feet high; in wet lands. Wood pale, 
very strong, tough, unsplitable, and heavy. A cubic foot weighs 
40 lbs. Used for turner work, but soon rots next the ground. 
Leaves 2 to 5 inches long. Massachusetts to Wisconsin and 
south to Gulf. 



OUR NATIVE TREES 



239 




Sour Gum 



White Ash 

(Fraxinus Americana) 



A fine forest tree on moist soil; 70 to 90 or even 130 feet high. 
Wood pale brown, tough, and elastic. Used for handles, springs, 




White Ash 



bows, also arrows and spears; heavy. A cubic foot weighs 41 
lbs. Soon rots next the ground. Called white for the silvery un- 
der sides of the leaves; these are 8 to 12 inches long; each leaflet 
3 to 5 inches long. Mississippi Valley and east to Atlantic. 



240 HANDBOOK FOR PIONEERS 

Black Ash, Hoop Ash, or Water Ash 

(Fraxinus nigra) 

A tall forest tree of swampy places; 70, 80, or rarely 100 feet 
high. Wood dark brown, tough, soft, coarse, heavy. A cubic 




Black Ash 



foot weighs 39 lbs. Soon rots next to the ground. Late in the 
spring to leaf, and early to shed in the fall. The leaves are 12 
to 16 inches long; its leaflets, except the last, have no stalk, they 
number 7 to 11, are 2 to 6 inches long. Nova Scotia to Manitoba, 
and south to Virginia. 



CHAPTER XIV 
HOW TO HAVE A GOOD GARDEN 1 



"Five hundred million dollars ! Boys, that's a heap of money." 
Now, let your imagination run a few moments and just think 
of the enormous piles of potatoes and beets and onions and ears 
of corn and bushels of carrots and radishes, to say nothing at 
all of the wagon-loads of cabbage and pumpkins and melons 
that you could buy with $500,000,000. Yet that is the amount 
of food that the boys and girls, men and women of America grew 
last summer in their back-yard gardens. Then, too, just remem- 
ber, please, that the mere food produced was only part of the 
adventure. Think of the fine exercise in the open air; think of 
the friendly spirit of competition between all the folks of a 
neighborhood to see who would have lettuce first or grow the 
largest cucumber. Just think of the better diet, just think of 
the saving in money, just think of the personal satisfaction of 
using all your spare minutes being a producer. A good garden 
is an achievement and all achievements are worth while to a 
live boy. What a challenge are the weeds and the bugs! No 
boy but a real boy can grow a real garden. 

The back-yard garden has come to stay, too. There will be 
more of them each year than the year before, and they will be 
better gardens, for thousands upon thousands of boys are fast 
becoming experienced. This brief chapter is not meant to be a 
garden manual — there are any quantities of those available at 
any library. The purpose of these pages is to get you inter- 



1 Adapted from pamphlet, "War Gardening and Home Storage of Vegetables," 
copyright, 1919, by National War Garden Commission; used by permission. 



242 HANDBOOK FOR PIONEERS 

ested, for you can only actually learn to garden by gardening. 
Here is the beginning and the ending of the whole thing: 

First. You must hoe out your own experience. 

Second. Make early preparations. Get a good piece of 
ground in the fall, manure it, and turn it over once. 

Third. Get first-class seed, plant it at the right time (see 
table, page 253), and plant it in the right way. 

Fourth. Begin early to hoe and weed, and keep hoeing and 
weeding as long as necessary to insure a splendid crop. 

Here is a formula which will be found to insure success: In- 
telligence, work and perseverance, good seed, rain and sun- 
shine. Result: Quantities of fresh vegetables, a substantial 
money-saving, increased health, and the satisfaction of doing a 
patriotic service. 

Garden Plan 

Have a plan for your garden — drawn to scale on paper — before 
you start, to give proper order in planting and enable you to 
buy the right amount of seed in advance while the selection is 
good. 

Put in one general group small plants like beets, onions, let- 
tuce, carrots, radishes, and parsnips. In another general group 
put larger plants like corn, tomatoes, and potatoes. Spreading 
ground vines, like melons and cucumbers, which need wider 
spacing, should be put in another general group. The reason 
for this grouping is that the various plants in a group need simi- 
lar general treatment as well as spacing. 

In making a plan provide space in which to enter costs and 
yield of the various crops. This will give you a complete 
record, which will be useful another year. Another helpful use 
of the plan is that it will guide you in the rotation of next year's 
crops. For this purpose save your plan for next season. 



HOW TO HAVE A GOOD GARDEN 243 

Sunshine 

In the location of a garden, it is not always possible to choose 
conditions as to sunlight. It is important, therefore, that in the 
arrangement of the various kinds of vegetables which are to be 
planted, due care should be given to providing the greatest ex- 
posure to. the sun for those crops which need it most. Those 
plants which must ripen their fruits, such as tomatoes and egg- 
plant, require the greatest amount of sunshine; while lettuce, 
spinach, kale, and other leaf crops require relatively less. Foli- 
age crops must have at least three hours of sunlight a day and 
plants which ripen fruits at least five hours a day. This is im- 
portant. 

Vary from Last Year's Plan 

It is important to remember that plant diseases and insects 
are apt to thrive in a spot in which they have become established. 
For this reason those who make gardens this year should take 
care not to place the individual crops in the spot in which the 
same crops grew last year. Varying the arrangement of the 
garden in this way will reduce the danger from disease and in- 
sects. The same vegetables in the same place each year exhaust 
certain food elements, and reduced yields are sure to result. 

Surplus Products 

At times, even with the best of planning, a gardener will find 
that his garden has matured more of some varieties of vegetables 
than can be used immediately. None of this excess should be 
wasted and there is no occasion for waste. If there is no ready 
market for the surplus it should be prepared for winter by either 
canning or drying. By modern methods either canning or drying 
may be done with little expense of time, trouble, or financial 
outlay. By using the cold-pack method, as small a quantity as 
a single can or jar may be put up in a short time. With proper 
instructions it is possible for you to dry a handful of peas or 
beans, sweet corn, a few sweet potatoes or turnips, or small 
quantities of many other vegetables with practically no expen- 
diture of time. 







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246 HANDBOOK FOR PIONEERS 

The Soil and Manures 

The back-yard gardener must use the soil he has, but he can 
improve it if it is poor, and he must do this as far as possible. 
Stable manure will help even the richest soil, and you are not 
likely to use too much of it. During a single season professional 
gardeners apply as much as six inches of it. From 400 to 600 
pounds can be used to advantage on a plot twenty by twenty 
feet. Coarse manure should be applied and thoroughly plowed 
or spaded under in the fall. In the spring, fine, rotted manure 
is applied, just before plowing or spading, preceding the planting 
of any crop. If the ground is fairly rich, and well-rotted manure 
is scarce, the manure may be scattered in the row only, and 
should be mixed into the soil before the planting of the seed. 

Loam is the best garden soil. Sand, with manure, gives good 
results. Clay is hardest to work, but is greatly improved by 
well-rotted manure and vegetable matter — called humus. These 
should be well worked in with hoe and rake. Sifted coal ashes, 
entirely free from clinkers, will help loosen clay when mixed in, 
but will not remove an acid condition nor increase fertility. 

Compost 

Compost is especially desirable when quick growth is wanted. 
Compost is thoroughly rotted manure or organic material. It 
is prepared from six to twelve months before being used, by 
putting the manure and other material in piles. 

Besides the usual waste of garden rubbish, there is a large 
waste of leaves, weeds, and the skins and other unused portions 
of fruits and vegetables. These should all be thrown on the 
compost pile to decay for use on the garden next spring. De- 
stroy all plants which are diseased. The compost pile should be 
built up in alternate layers of vegetable refuse a foot thick and 
earth an inch or more thick. The earth helps to rot the vegetable 
matter when mixed with it. 

If the pile can be forked over once a month when not frozen 
and the contents well mixed together, they will decay quite 
rapidly and be in good usable condition in the spring. The 
compost may be either spread over the garden and plowed under, 
or it may be scattered in the rows before the seed is sown. This 



HOW TO HAVE A GOOD GARDEN 247 

is, of course, not as rich as stable manure, but it is a good sub- 
stitute. 

Compost is also used as a top dressing during the growing 
season for hastening growth. 

In planting a permanent garden, a space should be reserved 
near the hotbed or seed bed, and in this space should be piled, as 
soon as pulled, all plants which are free from diseases and insects. 
This applies to all vegetables and especially to peas and beans, 
as these belong to a group of plants which take nitrogen from 
the air, during growth, and store it in their roots. When these 
plants are decayed they will return to the soil not only much of 
the plant food taken from it during their growth, but additional 
nitrogen as well. Nitrogen in the soil is necessary for satisfactory 
leaf growth. The material so composted should be allowed to 
decay throughout the winter, and when needed should be used 
according to the instructions given for using compost. The 
sweepings of pigeon lofts or chicken coops make valuable fer- 
tilizer. When cleaning roosts from day to day add one-quarter 
as much acid phosphate as sweepings. When needed apply one 
pound of this mixture to every five square feet of ground, mixing 
it thoroughly into the soil. 

Prepared sheep manure, where procurable at a reasonable 
price, is possibly the safest concentrated fertilizer. It should be 
used in small quantities rather than spread broadcast. Scatter 
it along the row before seed is sown or apply by mixing it with 
water in a pail, stirring the mixture to the consistency of thin 
mush, and pouring it along the rows of the plants. 

Green Manure 

Green manure is useful as a fertilizer. It consists of green 
plants turned under by plowing or spading. Rye is the most 
satisfactory for this purpose. If planted in July or August, the 
crop may be turned under in the fall if early spring planting is 
desired. If planted later, it is usually turned under in the spring. 
When not turned under until spring, the growth will prevent the 
leaching of soluble plant food or the washing away of rich soil. 

In sowing rye for this purpose, use at the rate of one pound 
of seed to a strip of ground fifty feet long and ten feet wide. If 
the ground is rough or hard, it should be cultivated just before 



248 



HANDBOOK FOR PIONEERS 



the seed is sown, and then cultivated again to cover the seed. 
Sow the seed between the rows of crops not yet gathered. Rye 
is very hardy and will sprout even though there is frost nearly 
every night. At a cost of about five cents for a pound of seed, a 
garden of ten by fifty feet can thus be treated to an application 
of green manure. The grass rye plants soon decay when turned 
under, and answer the same purpose as a light dressing of manure. 
Green manure, however, should not be relied upon to do the 
work of stable manure, as it does not provide phosphorus or 
potassium. 




Tools most commonly needed in a small garden. From left to right, between the balls 
of cord, they are: Trowel, weeder, spade, steel toothed rake, hoe, garden fork, watering 
pot and dibble. 



Lime 

Land which has long been unused, or land in lawns, is likely to 
be sour. To remedy this condition, apply evenly one pound of 
air-slaked lime or two pounds of ground limestone to every 
thirty square feet. This lime should be applied and raked in to 
a depth of two inches when the seed bed is being prepared in the 
spring. Instead of lime, two pounds of unleached wood ashes 
may be used. Do not apply lime at the same time as manure 
or mixed fertilizers, as it will cause loss of nitrogen. 

Outdoor Hotbeds 

For early planting a hotbed may be made, located in a shel- 
tered spot with southern exposure, where it will receive a generous 



HOW TO HAVE A GOOD GARDEN 249 

supply of sun. A width of six feet is desirable and the length 
should be such as will enable the use of standard three by six 
foot hotbed sash. A simple, boxlike frame, twelve inches high 
in front, will hold the sash and give a better angle for the rays 
of the sun. 

Dig a pit one and one-half to two feet deep, the size of the 
sash frame to be used. Line the sides of this with boards or 
planks, brick or concrete, and make a tile drain, or place stones 
on the bottom of the pit, to carry off surplus water. This pit 
is filled with fresh .horse manure. The manure will require 
special treatment before being placed in the pit. It should be 
thrown into a pile and allowed to heat. When it has heated 
and is steaming, fork it over into a new pile, throwing the out- 
side material into the center. When the new pile has become 
well heated, fork the material once more into a new pile. This 
will require from ten days to two weeks and is important in that 
it gets rid of excessive heat. After this process fill the pit with 
the manure, packed down firmly and evenly, level with the sur- 
face of the surrounding earth. On top of this manure make a 
covering of good garden loam three to four inches deep. 

When the sash has been put in place the manure will generate 
heat, in addition to the heat that will be derived from the sun. 
After this heat has reached its highest point and dropped back 
to between 80 to 90 degrees F. the seed should be planted. Use 
the best seed obtainable. Until the seed germinates, the hot- 
bed should be kept shaded to hold moisture. This can be done 
by spreading over the sash strips of old carpet, heavy cloth, or 
newspapers. After germination strong light will be needed. The 
plants must be watered each morning on clear days and the sash 
left partially open for ventilation, as it is necessary to dry the 
foliage to prevent mildew. 

Proper ventilation is essential to the production of strong, 
healthy plants. The sash should be raised during the warmest 
part of the day on the side opposite the direction from which 
the wind is blowing. By opening it in this way instead of facing 
the wind, the hotbed receives fresh air without receiving direct 
draft. On cold days raise the sash slightly three or four times a 
day for a few minutes only. In severe weather cover the beds 
with mats, straw, or manure to keep in as much heat as possible. 



250 HANDBOOK FOR PIONEERS 

About two weeks before transplanting time the sash should be 
removed during the day to "harden" the plants. While in the 
hotbed the plants should be thoroughly watered, but the water 
should not reach the manure underneath. Early morning is the 
best time for watering, so that the plants will be dried before 
night. 

An outdoor hotbed of this character should be started in the 
early spring — February or March. 

The Cold Frame 

A cold frame is useful for hardening plants which have been 
started in the hotbed. It is built like a hotbed, but on the sur- 
face of the ground, without the pit or manure. Good, rich soil 
should be used and the soil kept slightly moist. In mild climates 
the cold frame may be used instead of a hotbed for starting 
plants. It is also used in the fall and early winter for growing 
lettuce, radishes, carrots, and parsley. 




Procure Seed Early 

Seed shortage was a handicap to many gardeners last year. 
This year the planting of gardens will be increased and the de- 
mand for seed even greater than in 1918. It is important, there- 
fore, that the home gardener should procure his supply of seed 
early — well in advance of planting time. Be sure to patronize 
a reliable dealer, as quality is vital. 



HOW TO HAVE A GOOD GARDEN 251 

Use Seed Sparingly 

Home gardeners often plant seed thickly to make sure of a 
good stand. This is a wasteful method, excepting with such 
vegetables as will produce young plants which may be used as 
greens. The better way is to plant according to the directions 
given in the planting table. 

The pronounced seed shortage this year makes it imperative 
that no seed be wasted. 

Testing Seed 

A simple test will give useful advance information of the 
germinating value of seed. This test is useful as enabling the 
gardener to determine whether or not seed have been properly 
cured and are otherwise in good condition. Seed which are too 
old or have been kept under unfavorable conditions are unsatis- 
factory. 




To test, plant twenty-five to fifty seed of each variety in an 
outdoor seed box, or place between moist blotters or cloth be- 
tween two plates. Germination should take place within two to 
eight days and the number of seedlings which grow will show the 
percentage of germination. 

The seedlings should be kept for planting to prevent waste. 

How Much Seed to Buy 

The following amounts of seed will plant in each case a garden 
row 100 feet long. Measure your rows and buy accordingly. 
Also compare your figures with planting table on page 253. 

String Beans ^ to 1 pint Eggplant >3 ounce 

Lima Beans yi to 1 pint Kale, or Swiss Chard ]/2 ounce 

Cabbage % ounce Parsley % ounce 



252 



HANDBOOK FOR PIONEERS 



Carrot 




I ounce 


Parsnip y£ ounce 


Cauliflower 




I packet 


Vegetable Oyster 


Celery 




yi ounce 


(Salsify) yi ounce 


All Squash 




yi ounce 


Onion Sets (Bulbs) I quart 


Beets 




2 ounces 


Onion Seed I ounce 


Sweet Corn 




yi pint 


Peas I to 2 pints 


Lettuce 




yi ounce 


Radish I ounce 


Muskmelon 




% ounce 


Spinach I ounce 


Cucumber 




}i ounce 


Tomatoes yi ounce 
Turnip }4 ounce 


One or two 


pecks 


5 of early potatoes and one-half to one bushel 


of late potatoes are enough to 


plant to supply four persons. 



Indoor Planting 

Earlier crops can be secured by planting certain seed indoors 
and setting the young plants out in the open garden after the 
weather becomes warm. This may be done with tomatoes, cab- 
bage, lettuce, cauliflower, peppers, and eggplant. 

Any wooden box, shallow and wide, will make an indoor gar- 
den. Put one inch of gravel or cinders in the bottom for drainage, 
and fill to the top with good soil. Rows of plants may be two 
inches apart. 

Plant eight or ten seed to the inch, keep the soil damp, and 
set the box in a window. When the plants are an inch high 
transplant them to other seed boxes, spacing the plants two 
inches apart. This insures sturdy plants with good root systems. 

Transplanting 

Before transplanting the plants to the garden, set the box 
outdoors, in mild weather, to harden the plants. Set out each 
plant with a ball of the box dirt sticking to the roots. Thorough 
watering several hours before transplanting causes the earth to 
stick as required. 

If the root system is broken in the removal, trim away some 
of the larger leaves of the plants. In moist ground open a hole 
with a trowel. Make the hole larger than is needed to hold the 
roots and a little deeper than the root grew. Place roots in hole, 
and, with the hands, pack the soil firmly around the plant. In 
dry soil pour a pint of water into each hole before inserting 






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HOW TO HAVE A GOOD GARDEN 255 

plant. Rake some dry earth about the surface surrounding each 
plant to hold the moisture. 

Transplanted plants cannot stand strong sunshine at first and 
cloudy days or late afternoon are preferable for transplanting. 
In bright weather place newspapers over them for a day or two, 
■making tents of the papers, in the shape of an inverted V. 

A home-made paper pot, a round, bottomless paper band, or a 
berry box, filled with soil, should be used to produce plants for 
a hill of cucumbers, squash, melons, or other "vining" plants 
which are started indoors, as these do not stand transplanting if 
the roots are disturbed. The pot .or other holder may be set 
into the ground without disturbing the roots. Tomatoes, egg- 
plants, and beans may also be started in this way. 

When to Plant 

When heavy frosts are over, plant early peas, onion sets and 
seed, early potatoes, kale, lettuce, and spinach. All of these 
will stand light freezing except potato plants, which should be 
covered with dirt when frost threatens. 

When frosts are about over, plant radishes, parsnips, carrots, 
beets, late peas, and early sweet corn, and set out cabbage and 
cauliflower plants. (An old and useful rule is to "plant corn 
when the oak leaves are the size of a squirrel's ear.") 

When all the frosts are over and apple trees are in bud, plant 
string beans and late sweet corn, and set out a few early tomato 
plants from the indoor boxes. 

When apple trees have finished blossoming, plant cucumbers, 
melons, squashes, and lima beans, and set out the rest of the 
indoor plants. 

Seed Beds 

Plants for second crops may be raised in an outdoor seed bed 
occupying small space. These plants may be grown while the 
space allotted to them in the garden plan is still in use for earlier 
crops. The rows of seed are not spaced so closely as in boxes 
used inside the house. If the plants crowd each other too much, 
some of them may be removed and transplanted to another part 
of the garden. The seed bed plan is useful for such crops as 
cauliflower, Brussels sprouts, late cabbage, and the like. 



256 



HANDBOOK FOR PIONEERS 



Fall Planting 

It is well to plant a fall garden of some crops, for in spite of 
the risk of injury by early frost the chances are in favor of satis- 
factory results. There can be no absolute rule as to the time of 
planting. The probable time of the first frost in each locality 
must be taken as a general guide. For planting in August, and 
possibly even in early September, the following vegetables may 
be grown: 

When first frost may be expected between September 15th 
and September 25th: lettuce, spinach, turnips, parsley, and 
multiplier onions. (Kale and radishes may be risked.) 

When first frost may be expected between September 20th and 
October 5th: kale, lettuce, parsley, multiplier onions, radishes, 
spinach, and turnips. Beets and chard for greens. 

When first frost may be expected between October 5th and 
October 15th: beets for canning, carrots, kale, multiplier onions, 
spinach, chard, endive, lettuce, radishes, and turnips. 

When first frost may be expected between October 15th and 
October 25th: any of the vegetables mentioned in the preceding 
lists. (String beans may be risked.) 

Laying Off Rows 

Straight rows add to the garden's beauty and make cultivation 
easier. To make the rows straight, stretch a stout string between 
stakes and follow it with the point of a hoe, with a wheel hoe, or 
with the end of the handle of the rake or hoe, to open up the row. 
The plan is suggested in the illustration. 







HOW TO HAVE A GOOD GARDEN 257 

Succession of Crops 

Nature generously provides for more than one crop on the 
same soil. Vegetables which reach maturity early in the season 
should be followed by later crops of the same vegetable or by 
rotation of other kinds. Onions to be used green may be grown 
in rows which are to be occupied by late tomato plants, as a few 
of the onions may be removed to plant the tomatoes. Radishes 
mature early and as they are harvested the space may be used 
for cabbage, lettuce, cauliflower, Brussels sprouts, and other 
plants. Many combinations of this kind may be made to good 
advantage. 

For Continuous Crops 

With some of the important vegetables a series of plantings 
is desirable. Of string beans, lettuce, radishes, spinach, sweet 
corn, peas, beets, and carrots there should be several succes- 
sive plantings, two or three weeks apart, to provide a fresh and 
continuous supply all season. 

Depth of Planting 

Do not plant too deeply. The old rule is to plant to a depth 
of five times the thickness of the seed. This, however, is not an 
absolute rule and is not safe in all cases. Consult planting table 
on Page 253 for depth. 

Hoeing 

When the green rows appear, it is time to start hoeing or 
cultivating. Never hoe or cultivate deeply — an inch or two is 
deep enough — but stir the ground frequently, and always after 
rain or watering, as soon as it is dry enough. The hoeing must 
not be done after rain or watering when the ground is still wet 
enough to cause the muddy earth to pack like cement, as this 
causes the earth to cake and dry out altogether too rapidly, 
which is undesirable. 

Frequent hoeing causes the formation of a dust layer which 
prevents the soil underneath from drying out. The garden 
should always be kept free from weeds, as these, if pei mitted to 
grow, consume plant food and moisture needed by the plants. 



258 HANDBOOK FOR PIONEERS 

Watering 

A plentiful supply of moisture is essential. If there is not 
sufficient rainfall, the moisture should be provided by watering 
the garden. In doing this it is better to soak the ground once a 
week than to sprinkle every day. Late afternoon is the best 
time to sprinkle. 

To moisten the surface is not enough. There must be a thor- 
ough wetting. If pipe connections are available a garden hose 
is the best means of watering. One of the most satisfactory 
methods is to open small furrows between rows and allow water" 
■to run into these trenches, raking the earth back into place 
several hours later and make a mulch, after the water has 
thoroughly soaked in. The sprinkling pot will serve if hose is 
not available, but is more laborious. Overhead sprinklers are 
very satisfactory. They consist of pipes mounted on supports 
extending the length of the area to be watered. Holes are drilled 
at intervals of three to four feet and small nozzles are inserted 
which yield a spray-like misty rain when the water is turned on. 
By turning the pipes and also changing the position of them, it 
is possible to water an area of any size. 

In home gardens proper drainage is often disregarded. Drain- 
age improves the soil by allowing air to enter; by raising the 
temperature of the soil; by rendering the soil more porous and 
granular; by enabling the roots of plants to grow deeply into 
the soil, and by allowing earlier cultivation in the spring. 

Blind ditches, partly filled with stones or other material 
covered with soil, or open ditches, will be found satisfactory for 
the home garden. They should be along the lowest level of the 
garden, and have suitable outlet. Lacking an outlet, lay tile 
twelve inches below surface of garden, slanting toward a hole 
ten feet deep and five feet across, in center of garden. Fill this, 
two-thirds to the top, with stones, covering stones with clay and 
covering the clay with loam. 



HOW TO HAVE A GOOD GARDEN 259 

Common Garden Insects and Their Control 2 

Arthur Gibson 

Fully twenty per cent of the annual value of all vegetable 
crops grown in Canada represents the loss from ravages of in- 
sects. This loss easily totals several millions of dollars each 
year. Much of this could be saved by adopting the measures of 
control here recommended. It is possible in this Manual to refer 
only to some of the more important garden pests. 




Cutworms 

These smooth, cylindrical caterpillars are about one inch or 
more in length and in color are of some dull shade similar to the 

ground in which they hide 
during the day. The 
moths that lay the eggs 
from which the cutworms 
develop are of a grayish or 
dull brownish shade, and 
measure, with the wings 
spread, from one to two 
inches in width. The eggs, 
pale in color, and less 
than one twenty-fifth of an inch in diameter, are deposited in 
clusters on leaves of trees, shrubs, weeds, and grasses. Injury 
by the cutworms is effected mostly in the early part of the season 
when plants are young. As their popular name indicates, these 
caterpillars have the habit of cutting off the plants during the 
night, near the surface of the ground or a little below it. 

As soon as their presence is detected the following poisoned 
bran bait should be used: 

Bran 20 pounds 

Cheap molasses 1 quart 

Paris green or white arsenic . . ]/2 pound 

Water 2 to 2>^ gallons 



2 Reprinted by permission from The Canadian Standard Efficiency Training 
"Manual for Trail Rangers," copyrighted, Canada, 1918, by the Committee on 
Canadian Standard Efficiency Training. 



260 



HANDBOOK FOR PIONEERS 



Mix the bran and Paris green (or white arsenic) thoroughly 
while dry, in a wash tub. Dissolve the molasses in the water and 
wet the bran and poison with the same, stirring well so as to 
dampen the bran thoroughly. 

The mixture should be applied thinly as soon as cutworms' 
injury is noticed. It is important, too, that the mixture be 
scattered after sundown, so that it will be in the very best con- 
dition when the cutworms come out to feed at night. For 
protecting hoed crops, such as beets and turnips, a simple 
method is to have a sack filled with the bran hung around the 
neck and by walking between the rows, and using both hands, 
the mixture may be scattered along the row on either side. In 
small gardens a small quantity of the poisoned bait may be put 
around each plant, but should not touch the plants. 



Plant Lice 

There are few kinds of vegetables or other garden plants 
which are free from injury by the various species of plant lice, 

known also as "Aphis" 
and "Green Fly," some 
kinds of which are green, 
others dark colored, and 
some even red. All are 
sucking insects and live 
solely on the juice which 
they suck from the plants. 
Garden plants should be 
examined for their pres- 
ence at frequent intervals 
in early spring. The un- 
der side of leaves and the upper portions of stems are the chief 
places. When these insects are noticed the plants should be 
sprayed with an insecticide which kills by contact, such as 
whale-oil soap or nicotine sulphate (forty per cent). Whale-oil 
soap, which is dissolved in boiling water, should be used in 
the strength of one pound to six gallons of water for greenish 
plant lice and in the strength of one pound to four gallons of 
water for dark plant lice. Nicotine sulphate sold by seedsmen 
should be used in the strength recommended on the can. 




Plant Lice, i and 2, male; 3 and 4, female; 
1 and 3 about life size 




HOW TO HAVE A GOOD GARDEN 261 

Flea Beetles 

The small, dark-colored "flea beetles," so called from their 
habit of leaping or jumping, are from one-twentieth to one- 
quarter of an inch in length. They eat holes in the 
leaves of turnips, radishes, potatoes, tomatoes, 
cabbages, beans, and other vegetables. They are 
most injurious in spring, at which time the young 
seed leaves are often very quickly destroyed. 

Infested plants should be sprayed with an arseni- 
cal mixture containing either Paris green or pow- 
dered arsenate of lead. The former should be used 
in the strength of four ounces to forty gallons of 
water, with about half a pound of fresh lime added. 
Where only a few plants are being treated one tea- 
spoonful, with about the same quantity of lime, to 
a pail of water, is sufficient. Powdered arsenate of lead is used 
in the strength of two pounds to forty gallons of water. For use 
in small gardens one dessert-spoonful is sufficient for one gallon 
of water. 

Root Maggots 

In spring, when cabbages and cauliflowers are set out or when 
radishes and onions appear above the soil, small flies, somewhat 
resembling the common house-fly, but rather smaller and more 
slender, may be seen flying about close to the ground, depositing 
small white eggs on the stems of the plants or adjacent thereto. 
These eggs hatch in a few days and the small white maggot, 
known as a root maggot, at once burrows and destroys the 
roots. 

Cabbages and cauliflowers may be protected from injury by 
placing a disc made of one-ply tarred felt-paper around the stems 
at the time the plants are set out. Square discs for this purpose 
are easily cut out with a sharp knife. They should be two and 
a half inches square with a slit running from one side to about 
one-quarter of an inch beyond the center and a cross cut made 
at the center, extending one-quarter of an inch on either side. 
In placing the disc one side is raised sufficiently to allow the 



262 HANDBOOK FOR PIONEERS 

parts of the star in the center of the disc to point upwards and 
thus fit close to the stem. The whole disc is then pressed down 
firmly so that it will rest evenly on the ground. 

In small gardens, radishes and onions may be largely protected 
by watering them, once a week until they are ready for the 
table, with a decoction of fresh pyrethrum insect powder or wild 
hellebore, two ounces to each gallon of water. The first appli- 
cation should be made when the plants appear above the ground. 

The Cabbage Butterfly 

The green caterpillar of the white butterfly, generally called 
the cabbage worm, destroys large numbers of cabbages every 
year. The butterflies are common in gar- 
dens, where they may be seen depositing 
their eggs on the leaves of cabbages, 
cauliflowers, and turnips. Dusting the 
infested plants with fresh pyrethrum in- 
sect powder and cheap flour (air-slaked 
lime or other dry diluent), one part of 
the former in four of the latter, is a useful 
remedy. The powder and flour, after 
thoroughly mixing, should be kept in a tight vessel for twenty- 
four hours before using. The mixture may be applied with a 
duster sold by seedmen, or from a cheesecloth bag on the end 
of a short stick, the operator holding the bag over the plants 
and tapping the stick with a cane held in the other hand as he 
walks along the rows. 

The Colorado Potato Beetle 

Towards the end of May and early in June the female potato 
beetles lay clusters of bright, orange-colored eggs on the under 
sides of the leaves, which soon hatch into the well-known dark- 
colored grubs. There are several generations during the season. 
We have found the following poisoned spray an excellent one 
to control this insect: eight ounces of Paris green and one 




HOW TO HAVE A GOOD GARDEN 



263 



and one-half pounds of powdered arsen- 
ate of lead to forty gallons of water. 
Both Paris green and arsenate of lead may 
be used in the well-known Bordeaux mix- 
ture and if this is done the above propor- 
tions are suitable for forty gallons of the 
mixture. Such a poisoned Bordeaux mix- 
ture not only destroys the beetles and 
grubs but also protects the plants from 
blight and rot. Applications should be 
made in the beginning of June, when the 
beetles are first seen, then early in June 
and about August 1st, 15th, and 31st. 




The Potato Beetle and its work; 
grubs and adults 




CHAPTER XV 



PETS 1 

Dogs, Pigeons, Chickens, Rabbits 
Dogs 

Every boy loves a good dog, but not every boy knows a good 
dog from a poor one. There are dogs and dogs, from the five- 
pound toy terrier to the gigantic two-hundred-pound St. Bernard. 
Danuin says that all of the domestic dogs of the 
world descended from two well-defined species of 
wolf. Our northern Indians and White Trail 
Rangers through the Canadian woods who use 
dog trains know that their dogs will breed freely 
with the wolves. It has taken many years of 
breeding to develop the intelligent animals that 
we now possess. A breed of dog something like 
the greyhound is figured on the Egyptian monu- 
ments of 3400 B. C. and long before the historical 
period of Europe there is evidence that man possessed the dog. 
There can be no doubt that the existing varieties of the dog 
have been produced by crossing and selection, chiefly aided by 
the influence of all that enters into the term "environment." 

Every breed of dog now has a "standard," which is a descrip- 
tion of the characteristics of that breed. There are many books 
a«bout dogs, which may be obtained from any progressive book- 
dealer. The boy who wants to exhibit his dog must know the 
judging points. These are based on an imaginary perfect dog 
of that particular breed. In selecting a dog it is well to remember 

1 Reprinted by permission from The Canadian Standard Efficiency Training 
"Manual for Trail Rangers," copyrighted, Canada, 1918, by the Committee on 
Canadian Standard Efficiency Training. 




PETS 



265 




English Setter 



that a mongrel costs as much to keep as 
a thoroughbred, and while the former 
may be as intelligent as any blue-blood, 
there is always more satisfaction in the 
possession of a handsome, well-bred 
animal. 

The individual taste of each boy 
should decide his selection of a dog, but, 
generally speaking, the city and town 
boy will do well to select one of the smaller or medium-sized 
breeds with short hair. They are less troublesome around the 
house and neighborhood. If a thoroughbred dog is purchased, 
care should be taken to get the pedigree. 

The housing of a dog is most important. If a dog is to look 
well and show off to the best advantage, he must have a com- 
fortable home. It must be well ventilated, clean, and have a 
southern exposure that will allow the health-giving sunshine to 
do its work. Coarse straw forms the best bedding. 
Never use hay or fine grass. The kennel should be 
cleaned each morning. 

Puppies may be taken from their mother at the 
age of five to seven weeks. They should then be 
given milk five or six times a day. Soon a little 
bread or puppy biscuit may be soaked in the milk 
months scraps from the table may be given with an occasional 
ration of meat. The uneaten food should always be removed as 
soon as the dog has finished. Three meals a day are now suffi- 
cient and this can later be tapered off to one good meal each 
evening, with a small "hand-out" at breakfast time. A dog 
should be taught house manners soon after 
he is four months old. A little patience, 
tempered with firmness, will be necessary. 

Two extreme views have long been enter- 
tained in regard to the training of a dog: the 
one that he is a wild, wayward creature to be 
"broken"; the other that he needs no special 
correction if properly taught at first. Neither 

is quite correct. Greyhound 




Scottish Terrier 

At six 




266 



HANDBOOK FOR PIONEERS 




Collie 



A puppy, like a boy full of life, tends to do 
exactly as his impulses urge him till the 
highest mature power, a desire to please his 
master, is substituted. It follows that a 
puppy cannot be too soon led to understand 
that he has a master, kind, honest, intelligent, 
and firm. 

By observing the following principles, 
almost any puppy may be taught to perform several entertaining 
tricks such as to roll over, sit up and beg, jump through a hoop 
or over a stick, retrieve a ball or stick, and walk on his hind legs. 
The boy who is successful in training his dog will in all proba- 
bility be just as successful in bringing up his own boys when he 
becomes a man, because the puppy must be treated very much 
as one should treat a boy. 

It is a well known law of the nervous 
system that what has happened once is 
likely to occur again under the same cir- 
cumstances; hence, in the training of the 
puppy, first experiences are of great impor- 
tance and they should not be allowed to 
form habits which will later need correction. 
Let him from the first be encouraged in 
cleanliness, self-respect, love of esteem, respett 
for the rights of other puppies, and obedience to his master. 
Very early begin to instill into him lessons of restraint, but 
only for the briefest periods, for he is yet weak in brain and will 
power, though strong in instincts and impulses. The master or 
trainer must not be associated in his mind with unpleasantness. 
Do not, therefore, punish him, but let him learn almost uncon- 
sciously that certain actions bring certain 
pleasures. It is well to carry a bit of 
biscuit, cheese, or a very small particle of 
meat to reward him for first performances. 
Later a loving pat will suffice. 

The trainer should never undertake what 
he is not reasonably sure of accomplishing, 
and the first aim should always be to get 




Irish Setter 




^ 



Bloodhound 




PETS 267 

the dog's attention and interest. If it is evident that he under- 
stands, he must be made to obey; gentle compulsion when once 
the purpose is understood may be exercised, but he must not be 
whipped, as that will make the whole set of associations un- 
pleasant. Gently drag him by the neck or carry through the 
performance, and then remove him at its completion, as if he had 
done it voluntarily. He must be made to feel that 
obedience to what is right brings pleasure and that 
disobedience produces a sense di unpleasantness. 

It must be remembered that all lessons require 
frequent repetition; "little and often" is one of the 

first principles in training. With puppies, as with 

v 1 • r * .« j j -i Fox Terrier 

boys, example is strong lor both good and evil. 
A steady, old, well-trained dog is invaluable, while a diso- 
bedient, headstrong one will most assuredly ruin a good puppy. 

If a boy intends to enter his dog in the show he should know 
that many prize winners have been beaten, not because they did 
not have the points, but because of poor show condition. This 
means perfect health — the result of good housing, good food, 
plenty of exercise, fresh air, and cleanliness. 

The grooming of show dogs should be regular. Ten minutes 
should be devoted to this every day, first with a dandy-brush, 
then with a rough towel. Long-haired dogs should be combed 
frequently and given an occasional application of some hair tonic. 

Washing should not take place more often than once a week, 
and at least two days should be left between the last wash and 
the show to enable the hair to recover its luster. Care should 
be taken to dry thoroughly all long-haired dogs before putting 
them in the kennel. It is not sufficient for a dog new to the 
show ring simply to be in good condition. He must go through a 
suitable course of training, otherwise he will refuse to show 
himself off properly in the ring and entirely fail to exhibit his good 
points. 

He must be practiced, preferably in the presence of other dogs, 
in all the routine of the ring. Teach him to lead and to stand 
still when required, and to start out well, covering a lot of ground 
like a well-trained hackney. Some owners fit up miniature show 
rings and benches and thus accustom their dogs to the ordeal. 



268 



HANDBOOK FOR PIONEERS 




Trumpeter 



Pigeons 

There is nothing dearer to the heart 
of a boy than the ownership of a dog, 
rabbits, guinea pigs, or pigeons. Giv- 
ing care and attention to such pets 
brings its own reward. When a boy 
loves his pets he does not need to be 
told to be kind to them. He will 
tenderly care for these beautiful crea- 
tions of God and bestow on them the 
attention that their helpfulness calls 
for. 

In raising any kind of pets one of 
the chief joys is in exhibiting them at 
a show. It is there that one meets 
others interested in the same hobby 
and the exchange of ideas as well as exchange of stock is a source 
of intense delight. 

In the raising of pigeons a boy may choose three objectives — 
raising them for show purposes, for racing, or for the market as 
squabs. Those who want to breed show birds have many varie- 
ties to choose from and the decision with each boy should rest on 
his own individual taste. If one goes into the racing game he is 
limited to the homers, of which there are several types. This is a 
most fascinating pastime, provided that several boys in a com- 
munity are engaged in it. Fattening pigeons for table use may 
prove more profitable, but the average boy 
revolts against the thought of slaughtering 
the pretty little creatures which have given 
him such happiness. 

Any boy with a taste for carpentering and 
a slight knowledge of tools can erect a pigeon 
loft. Very often available space will be 
found in the upper part of a woodshed, 
chicken-house, the barn, or stable, in which 
case an opening in the south side of the buil- 
ding with a trap door and a landing shelf 
willbealltheoutsideconstruction necessary. 
Inside, the partition should allow for a 




PETS 



269 




Pouter 



space about five by ten feet and four to six feet high. 
This will accommodate from six to eight pairs of 
birds. The back should be boarded in, one end 
covered with fine wire netting, and a door made in 
the other end. This will provide plenty of ventila- 
tion and allow free access for cleaning. 

Perches should be put up along the back of the 
loft. The best kind of perches are shaped like the 
letter-boxes in a country store, each box perch allow- 
ing room for one bird only. These should be made 
of boards four inches wide. The height and width 
will depend on the size of the breed of pigeons. Place 
the perches in the upper part of the loft, leaving 
plenty of space for the nesting shelves underneath. 
These should be arranged in two or three rows, ex- 
tending the full length of the back of the loft. Make 
them one foot wide, three feet long, and eighteen 
inches apart. Two doors, each one foot wide, should 
be placed at each end of every nest, thus leaving a space for one 
foot in the center. The birds will lay alternately at either end of 
the nest behind the doors, which can be opened for cleaning. If 
an earthenware nest pan with some pure sawdust is provided 
it will be possible to keep the nests much cleaner than if the birds 
are allowed to build on the shelves. 

Three pairing-up pens one foot deep, two feet long, and two 
feet high should also be built. They may be placed under the 
nest shelves. 

If the loft cannot be built in some building, 
a suitable place may be erected in any backyard, 
following the same instructions with the exception 
of the height, which should be at least six feet, and 
instead of leaving one end covered with wire net- 
ting, a hinged window three feet square should be 
placed there. This space should be covered with 
the netting, so that when the window is hinged back 
for ventilating purposes the birds cannot escape. 

If the start is made with young birds, all that is 
necessary is to keep them shut up for a couple of 
weeks. 




270 



HANDBOOK FOR PIONEERS 




Magpie 



The birds it is decided to pair together 
should be placed in the pairing pens. When 
it is seen that they have mated they may be 
allowed to take possession of one of the 
nest-boxes. Two eggs are laid, which take 
from seventeen to nineteen days to hatch. 
The hen bird covers the eggs most of the 
. time, but each morning the rooster takes his 
f. Z turn while his mate gets some food and exer- 
cise. The young are fed by the old birds 
with a secretion that comes from the crop. 
Barley is considered the best grain for 
pigeons, although any ordinary chicken feed is quite suitable. 
The war brought the homing or roving pigeon before the 
attention of the general public. However, for many years long 
distance pigeon-flying has been an outstanding 
hobby throughout Europe, especially in 
Belgium. 

In selecting racing birds the color is of no 
importance, but wings should be strong, broad, 
and long, the chest deep, giving good lung 
power, and the skull broad, showing a well- 
developed brain. Another point that should 
be noted is the prominence and brightness of 
the eyes. 

In order to improve the strain, the fastest 
rooster in the loft should be mated with the fastest hen. In this 
way birds are bred that will beat the performances of their 
parents. 

In training young birds for racing, start them 
first about a mile from home; a few days later 
double the distance, taking them in the same 
direction. By doubling the distance each time it 
will not be long- before the birds are flying from 
fifty to seventy-five miles. This is far enough for 
any bird under one year, but two-year-olds may 
be sent three hundred miles. Birds intended for 
longer flights must be older and more experienced. 
Short-faced Tumbler Among the show pigeons, the Fantail is the best 




Fantail 




PETS 



271 



known. The chief points in judging are the 
tail and back, which give the bird a proud 
air. 

The Pouter: The carriage, the legs, and 
the crop are important matters in these 
birds. The best pouters stand upright so 
that the eye is in a vertical line with the 
lower legs, which must be covered with 
feathers to the feet. The size and roundness 
of the crop are given no little consideration 
by the judge. 

The Jacobin: The ruff or hood of this 
well-dressed little bird is the chief point of 
attention for the fancier, although the 
general carriage is also important. 

The Magpie: The colors and markings 
of these birds count for much, although 
they come in black, duns, silvers, reds, 
yellows, and blues. They are very 
beautiful. The carriage is graceful, the 
head long and thin and round on top. 
The eyes are white, with an intensely 
black pupil. 

The Barb: This is a difficult pigeon to 
breed. The eye wattle forms the side of 
the head. The beak wattle is not 
supposed to be large. The legs are short, 
giving the bird a stubby appearance. 

The Tumbler: There are many varieties 
of this pigeon, which may be classified 
under the long-faced and short-faced types. 
The most popular are the Beard, the 
Mottled, and the Almond. 
1 The Turbit: This small, erect bird is 
white, with the exception of its wings which 
may be black, yellow, blue, or red. The 
peak on the head springs from the mane and 
extends slightly beyond the top of the skull. 
The larger the gullet and frill the better. 




Turbit 




Dragon 



272 



HANDBOOK FOR PIONEERS 




English Owl 



The Antwerp: There are three varieties — 
the short, medium, and long-faced. The colors 
vary and the head is the judging feature of this 
breed, which must be large and well rounded, 
the beak short and stubby. The chest must 
be broad and the entire bird large and well 
developed. 

The Dragon: This is a very active, hardy 
bird with a head that receives most attention 
in the show pen. The beak is thick and the 
wattles broad at the base, narrowing towards the point of the 
beak. The neck is short and thick. The colors include blue, 
red, yellow, grizzles, silvers, and checked. 

The Owl: This pigeon is small, with a well-rounded head. The 
beak should be broad and short. The legs are short and the bird 
should exhibit his frill with a suggestion of pride. The colors vary. 
The Homer: The Show Homer is a smart- 
looking, active pigeon that is hardy enough 
for any boy to experiment with. There are 
several colors and the head is the most 
important of the judging points. It must 
be round from the back to the top of the 
beak and the beak must follow on with a 
curve, so as to give the appearance of a 
circle from the points of the beak to the 
back of the head. 




Keeping a Pen of Poultry 

It is doubtful whether there is any line of work in which a boy 
may engage which will afford greater opportunities of becoming 
acquainted with nature and develop keener powers of observat i< m 
than looking after a flock of chickens. It provides a good chance 
to do something worth while in helping to increase the national 
food supply; it gives a splendid introduction to a business train- 
ing in a small way, and it furnishes enough eggs for breakfast 
almost the year round. 



PETS 



273 




Monarch of the Roost 



A liking for chickens, a natural adaptability 
for looking after them, and willingness to work, 
form the foundation for successful poultry- 
keeping. Success depends entirely on the 
faithful performance of all the required details. 
Chickens respond quickly to good treatment. 
They will also show the effects of neglect more 
quickly than any other kind of stock. The 
things that need doing can only be seen if the 
boy is fully alive to what is going on around 
him, and it is noticing and caring for the little 
things that will bring success. 

Chickens respond more quickly to good 
treatment than any other class of stock. A boy 
will find a flock of hens one of the most interesting lines of study. 
Each bird has an individuality of its own, the same as a human 
being. There are no two birds alike. Chickens are more or less 
sociable in nature and appreciate frequent visits to their house. 
A good poultryman gets to know each one of his birds, and they 
get to know him. The fancier studies the habits or traits of 
character in each of his birds, and then proceeds to fit and train 
each one so that it will show to best advantage in the show room. 
A few minutes spent in the poultry-house each day will do won- 
ders in the way of helping one to know the nature and habits 
of the birds. 

With many a boy the question of earning a little 
extra money is an important thing. Poultry-keeping 
will lend itself to this. Quite a good-sized bank 
account can be earned in a few years by keeping 
poultry. The returns in eggs depend almost entirely 
on the work done with the flock and how they are 
fed and housed. Under proper conditions any 
flock can be made to pay well for the feed, time, and 
labor expended. 

By way of developing keener powers of observation we might 
point out that there are no less than fifty recognized pure-bred 
breeds of poultry, and within these breeds over two hundred 
varieties and sub-varieties. This classification is made on type 
or shape, color, feather markings, type of comb, color of ear- 




Rhode Island Red Hen 



274 HANDBOOK FOR PIONEERS 

lobes, color of legs and feet, and color of eggs laid. A breed is 
generally known by its type or shape, and the general charac- 
teristics such as comb, ear-lobes, and color of legs and feet. A 
variety within a breed is generally known by its color. In almost 
all breeds there is a white variety, a buff, and a black. A boy 
can get a fine opportunity to develop keen powers of observation 
by studying breeds and varieties. This in turn should be fol- 
lowed by a study of the uses of the different breeds. Some are 
specially adapted for egg production, others for meat production. 
We have breeds which will lay well and also dress out a good- 
sized carcass for table use. These are known as general-purpose 
or utility breeds. 

Coming to the practical side of poultry- 
keeping, there are a few factors which must 
be considered essential. The house, the stock, 
the feed, and the care, are the four most 
important. 

A good poultry-house must be well lighted, 
have plenty of fresh air, be well ventilated, free 
from draughts, and dry. In addition, it should 
not be too costly, and yet should be in keeping 
with the surroundings. It is not necessary to 
Plymouth Rock Rooster build it so that water will not freeze. Fresh air, 
even if it is cold, will not hurt hens, provided it is dry air and does 
not blow over the birds. Sunlight is important, as it is the best 
disinfectant. Plenty of bright sunlight will help to keep the 
house dry, sweet, and clean. A combination of the points men- 
tioned will go a long way in keeping hens strong, vigorous, and 
healthy. Light or sandy soil is best suited for a poultry run. 
Where the soil is heavy it should be well drained and will require 
to be spaded during the summer months. Spading the soil in 
any poultry yard will help to keep it sweet and clean. Adding 
air-slaked lime while spading makes this process still more 
effective. 

The main object is to get eggs — the largest number at minimum 
cost. Not all hens are good layers. There is no best breed for 
egg production. The majority of breeds will, however, give a 
fair egg yield, if looked after properly. There is more in strain 
or in family than in breed, when it comes to heavy laying. Care- 




PETS 275 

ful selection of the best layers each year will enable one to build 
up a heavy laying strain in almost any breed. 

For general-purpose breeds the Plymouth Rocks, Wyandottes, 
Rhode Island Reds, and Orpingtons are best. The following 
varieties are the most popular — Barred Plymouth Rocks, White 
Wyandottes, Single Comb Reds, and Buff Orpingtons. Others, 
while probably almost as good, have as yet not been able to gain 
the same popularity. A choice might be made on color only, or 
on breed characteristics. They all dress out good table birds and, 
as far as laying goes, a heavy laying strain may be developed in 
any of them. 

For eggs alone the Single Comb White Leghorn seems 
to be the favorite. They are especially well adapted for 
backyard conditions, as they will thrive in restricted 
enclosures which are not suitable for some of the 
heavier breeds. The selection of a breed must depend 
a good deal on likes and dislikes and what the object is t 
in keeping a flock. From a fancier's standpoint the" 
choice might fall outside of these breeds entirely, 

In feeding a flock it is necessary to give four things: rpmgton en 

(a) hard grain, (b) green food, (c) animal or meat food, and (d) 
mineral food. 

For hard-grain feed wheat and cracked corn are best. They 
should be mixed in equal quantities for winter, and two of wheat 
to one of corn for summer feeding. Barley and oats, although 
coarser grain, may be used to good advantage. Where the feed 
has to be bought there is but little advantage in using these, as 
they are in many cases higher in price than feed 
wheat and corn. Hard grain should be fed in 
straw where the hens have to scratch for it. 
Exercise is necessary to keep birds healthy. Feed 
at the rate of one good handful to two hens twice 
a day. Oats are best fed in the crushed or rolled 
form, with the hull still adhering to the kernel. 
Feed them as a dry mash in a hopper where the 

, , „ ,, , , White Leghorn Rooster 

hens can eat all they want at any time, but make 

them scratch and hunt for the hard grain. Add about one per 

cent of charcoal to the crushed oats. This acts in the digestive 





276 HANDBOOK FOR PIONEERS 

system as an absorbent of bad gases. Feeding barley boiled will 
make it more palatable. 

Green food can easily be secured in the summer in the form of 
lawn clippings, sod, sprouted oats, and so on. For winter use 
scalded lawn clippings mixed with a bran mash make a very good 
food. Feed this mash once a day. Cabbage, mangels, or turnips 
(uncooked) are also very good. Oats can be sprouted near the 
furnace or stove and fed as a green feed in winter. The yard or 
run can be seeded down with oats .early in spring if sufficient 
space is available. Rape sown in the yard will also make a good 
green food. 

Meat or animal food is best fed in the form of buttermilk or 
skim milk, but under ordinary circumstances these are not 
available. Table scraps may take the place of milk, and can be 
mixed in with the bran mash. Beef scrap or cut green bone are 
the two common forms of meat fed by backyard poultry-keepers. 
Some meat food is necessary to balance the feed and to make 
hens lay. 

The ordinary grains may contain all the lime and 
other mineral food required while the hens are not 
laying, but when they are in full laying they must 
have some extra mineral matter to make egg shells. 
Oyster shells furnish the lime required and grit 
furnishes the grinding material to enable the fowls 
to masticate their food. Variety is another impor- 
tant consideration. A little bit of everything will 
n bring good results. Frequent changes from one food 
to another will have the desired effect also. 
The object of feeding hens should be to use as much of the 
otherwise waste materials as possible and conserve all food fit 
for human consumption. Poultry-feeding should have for its 
object the increasing of the national food supply. 

With proper care there will be but little trouble with disease, 
vermin, and so on. The general health of the flock can be main- 
tained by doing the little things at the right time. Clean houses, 
clean food, clean water, clean drinking pans and food troughs are 
essential. Provide a good dust bath for the hens to dust in on 
sunny days. Dust the hens with louse powder if the dust bath is 
not sufficient to keep them free from lice. For red mites on the 




PETS 277 

roost use equal parts of coal-oil and creosote, or some other 
liquid disinfectant. Apply once a month, being careful to paint 
or spray well the lower side, ends, and cracks around the perches. 

A fowl is a high-geared machine, and will perform an enormous 
task if properly looked after. Good treatment is responded to 
readily and the returns come quickly. From these facts we gather 
that the saying, "What is worth doing at all is worth doing well" 
will hold good in poultry-keeping. If fowl are not properly cared 
for and anything goes wrong, the injury done is more disastrous 
and harder to repair than with any other line of stock. 

Little chickens grow faster than any other class of farm stock. 
A chick weighs about an ounce and a half when hatched and with 
proper care and good food will weigh twenty-seven ounces at 
eight weeks of age. This is increasing its original weight eighteen 
times in eight weeks. A three-and-a-half-pound Leghorn hen 
laying 200 eggs in a year will produce eggs weighing seven times 
her own weight. To get these results in either chicks or laying 
hens, good care and good food must be given and the other 
requirements mentioned above must be met. 

The hints on poultry-keeping here given are intended to show 
what an interesting and profitable occupation it may prove to be. 
If the reader is interested let him start at once with a few good 
hens. If he makes a success with these, he may gradually 
improve his equipment and increase his stock. 

Rabbits and Their Care 

It is only with in the last sixty years that pet fanciers have 
cultivated the rabbit as a hobby. In 1859 at Gravesend, England, 
the first show was held. Since that 
time hundreds of exhibitions have 
developed many species and thou- 
sands of persons have found a 
delightful hobby in keeping these 
pets. 

There are two main reasons for 

... • , . hlack and While Lop 

boys undertaking to keep and 

develop rabbits. One object is the pleasure they will get from 
seeing them grow and multiply and improve in quality, with the 
added delight of capturing prizes which indicate that they have 




278 



HANDBOOK FOR PIONEERS 




Deen able to grow a rabbit nearer to the recognized standards of 
excellence than those of their competitors. The other object of 
the hobby for most rabbit-keepers is the profit to be obtained for 
the sale of well-bred stock. With small capital boys may start 
and not only pay their way, but earn fair sums each year, through 
their industry and intelligent care of the rabbits. Not least 
important in these days of greater food production is the fact 
that many are cultivating certain 
varieties of rabbits to be used for food. 
The careful, energetic boy, before 
investing the small amount of capital 
required, should secure the advice of 
some reliable fancier. He will be pre- 
pared to select healthy specimens 
Flemish Giant with which a lad may start. It is very 

unwise to buy from advertisements that look attractive or from 
persons whose judgment is not dependable regarding this stock 
One must have a place to keep his pets. The rabbitry will need 
to be well built, airy, and bright, both inside and out. The 
owner will take far more enjoyment out of it if he can plan and 
build it every bit himself. Visit other rabbitries. Read descrip- 
tions of approved buildings in 
available books. Plan something 
you will be proud of. Next the 
"hutches" must be provided. 
The majority of rabbit fanciers 
t seem to consider the single hutch 
the best, though in some cases 
three or four may be built 
together. They must be placed in the rabbitry in such a way 
hat they may be easily cleaned and that plenty of air will get to 
them. The door must be of small mesh wire fastening securely 
and opening easily. For mother rabbits there must be the day 
room and retiring room. Provision must be made for the feed 
pans and hay racks. In the rabbitry there should be a grooming 
table chairs, bins for food and sawdust, and a small chest or cup 
board for brushes and record books. A most important feature 
will be for the successful keeper to have an accurate register of 
each rabbit and a strict account of his cash. 




Belgian Hare 



PETS 



279 




Dutch Marked Cavy 



Proper feeding is a most important matter. A boy should 
study his animals and watch them closely to know whether they 
are getting proper food or not. Of course he will never fail to 
feed regularly and just enough natural food — not artificial — is 
required. Small white oats; clover, hay; crusts of rye bread; 
green food like dandelions, clover, lawn grass; vegetables, es- 
pecially green cauliflower, leaves, and carrot tops; milk occasio- 
nally — are all recommended articles of diet. Occasional change 
of diet is desirable. An old saying, "Spare the hay and spoil the 
hare" holds. 

There are certain fundamental 
rules which, if regarded, make for 
success: 

Rabbits should have plenty of air 
but be kept free from draughts. 
They should be kept in a tempera- 
ture as nearly uniform as possible. 

They should not be kept where they will be annoyed by dogs, 
cats, rats, or other animals. If they are in a quiet place removed 
from noises they will thrive better. 

The rabbitry and hutches must be kept clean. They should be 
disinfected regularly and should be washed with lime once in a 
while. 

Invalids should be isolated at once' 
If one rabbit gets a cold or any other 
ailment it should be removed at once, 
so as not to infect the others. 

Rough handling will deter progress 
very decidedly. Therefore it should 
be a rule of the rabbitry that no one is 
to be rude or rough with the pets. 

The more care and regular attention Silver Grey 

given to the rabbits, the more certain will be the results. They 
have their peculiarities, the study of which is most interesting 
and contributes to success. 

The careful study of the problem of breeding is most impor- 
tant. They should not be paired before they have matured, 
beginning at not earlier than eight or nine months and most 
authorities say when one year old. They should never be mated 




280 HANDBOOK FOR PIONEERS 

when in a moulty condition or when there are any signs of ill- 
health. March is said to be the best time for breeding, while all 
agree that November, December, and January are months in 
which strong young are not usually produced. After three years 
the offspring degenerates and therefore older stock should not be 
allowed to breed. 

During the thirty or thirty-one days when 
the doe is in kindle she should have special 
/^S^- attention from her considerate keeper, with 

^ 4^^""%^* V; 3£fe' a § °d De d and good food. The little ones 
- ^7^b|^u»^-^ should not be touched at all for the first 



I /^"lr^- atiemion irom ner considerate Keeper, wiin 

^^^SCS^ a S°°d De d and good food. The little ones 
«3^»Te^-."» should not be touched at all for the first 
English twenty-four hours and very little until they 

are ten days old and have their eyes open. The hutch in which 
they are kept should be built so they will not fall out. When 
they begin to forage for themselves, about the fourteenth day, 
their food should be supplied intelligently. 

The standards of excellence 
vary with different varieties 
and each well-known kind has 
certain "fine points" which the 
fancier will look for. The boy 
who wants to make his hobby 
Black and Wh^Dutch distinctive will study his vari- 

ety and develop the points 
that are recognized. These are some of the things an expert 
considers in judging a rabbit: color, shape, size, general condi- 
tion, ears, eyes, legs, feet, ticking and markings, defects if any. 
Space will not permit any detailed description of the well- 
known varieties of rabbits. We must be satisfied with the men- 
tion of a few with a fragmentary comment or two, and refer the 
reader to such a well-known book as "Practical Rabbit-keeping" 
by George A. Townsend. 

The Dutch rabbit is undoubtedly one of the hardiest, strong- 
est, and most popular varieties. It originated in Holland where 
it was bred for table purposes. It is found in five standard colors 
— black, blue, tortoise, steel, and dark gray, with occasionally 
blue-gray fawns and yellow. 

The Lop-ears or Laps are among the oldest varieties. Fifty 
years ago twenty inches was considered a long ear for this breed, 




PETS 



281 



Now they frequently are 
They are found in two 




Angora 



distinguished largely by this point. 
found with twenty-eight-inch ears, 
classes — "Selfs" and "Broken Colors." 

To the Belgians more atten- 
tion is given by breeders than to 
any other variety. It resembles 
the wild hare and is marked by 
its bold clear eye and its color of 
rich golden tan. 

The Silver rabbits come in 
three classes — grey, fawn, and 
brown. They are very hand- 
some, bright, and lively. They 
need the care of specialists and 
should not be chosen until one has some experience with keeping 
and caring for rabbits. 

The Angora is the most beautiful 
and dainty of all varieties. What 
a joy to an average boy it would be 
to be able to produce these and to 
keep them always as pretty as the 
picture shows them to be. 

The English rabbit, one of the 
most recently developed species, is 
noted for its striking and beautiful markings. 

The Himalayan variety gets its name from the fact that it 
is fawn color, though black and several other varieties of the 
species have been shown. 

Illustrations of some of these leading varieties are shown and 
it will be most interesting to rabbit-lovers to follow up the sug- 
gestions given here, supplementing them with fuller information 
obtainable in manuals given over exclusively to the rabbit and 
his care. 




Himalayan 



CHAPTER XVI 
THRIFT OF TIME AND MONEY 



I know a boy about twelve years old who has a small weekly 
allowance, and who also earns a little now and then. Some way 
he always keeps a bit ahead of the game. He has a good number 
of War Savings Stamps and when he wants to buy a top or an 
ice-cream soda or go to the movies, he decides whether he wants 
to spend that money or not. Other boys run to find father or 
mother and, according to that particular parent's state of finance 
or temper, those boys go to the movies or do not go, but this boy 
goes to his own pocketbook. He uses restraint, of course, or 
there would be nothing in the pocketbook. However, he has as 
much or more of such little pleasures as the other boys in his 
gang, and he is far more independent than they. He is also 
learning the pleasure of giving and the gifts, too, are his own. He 
always has money, but he doesn't always spend it. That's why 
he has it when he needs it badly And having money when you 
need it badly means self-respect and power. So when you see 
its relation to everyday life among boys, thrift is not so duU a 
subject as it appears. 

Thrift is not merely the saving of money, it is careful use of 
all our resources. Take the matter of play material: how often 
a baseball team will buy two balls, a mask, a bat or two, and in 
three weeks half the things cannot be found. Probably no one 
has stolen any of them; but when the team wants to practice, its 
wealth in baseball material has largely disappeared. 

Or take thrift in clothing: every boy who has been on a two- 
weeks' camping trip with as many as twenty-five boys 111 the 
party, will probably remember one boy who had nothing to put 



THRIFT OF TIME AND MONEY 283 

in his "old kit bag" when it came time to go home. His shoes, 
which were soaked through on the day he got caught in the rain, 
he had not attended to. They looked so badly that he felt free 
to use them when catching frogs at a muck-hole, and with this 
second wetting they had become so stiff that the leather had 
cracked. His sweater had been lost on an outing, for days he 
had not been the possessor of a handkerchief, and the stockings 
he wore home were borrowed. As for a hat, he never did learn 
what became of the hat he had been wear- . 

ing when he arrived. Every large camp- 
ing party has such a boy; to the rest he is 
a huge joke, but his unthrifty habits in 
clothing do not help him to earn a camp 
emblem, nor do they predict a steady, 
successful, business career unless he 
learns to use resources better as the 
years go on. 

The way in which some boys will take 
broken-down baby-coaches or velocipedes 
and out of the remains build carts, coast- 
ers, or marvelous-looking automobiles is a 
joy to see. These boys are real illustra- 
tions of thrift. In the Great War millions 
of dollars' worth of iron and steel and leather were saved by 
collecting from the battlefields disabled guns, parts of shells, 
old shoes, harness, and the like. 

But probably the use of money is, after all, one of the chief 
ways in which the Pioneer will learn to be thrifty- with all 
valuable things. You see, money is some one's stored-up 
effort, anyway. Every dollar or quarter or dime we ever spend 
was earned by some person's hard work, so care with money, 
when we stop to think about it, is in itself a right and necessary 
habit. Here are four aspects of thrift the Pioneer should learn 
and practice: (1) Productive Earning; (2) Wise Spending; 
(3) Careful Saving; (4) Helpful Giving. 

How Can a Boy Earn Money? 

Here are thirty- nine ways to earn money. They were worked 
out for both boys and girls during the great Earn and Give Cam- 




Watch themgrowi 



284 HANDBOOK FOR PIONEERS 

paign in the United War Fund Drive. Great care was exercised 
to make sure that these jobs did not interfere with the child 
labor laws. Boys of the Pioneer age should always be careful 
to do only the kinds of work allowed by law, not only for their 
own good but for the reason that those laws have been built up 
at great effort for the protection of children, especially those who 
do not have a very easy or happy time in life. Generous-hearted 
boys, when they understand this, are always willing to uphold the 
laws protecting children, even if they are obliged to pick carefully 
the kinds of work they can legitimately do to earn their money. 
This is, certainly, a reassuring list and indicates how many 
proper ways there really are for a boy to earn money: 

Digging gardens Decorating show windows 

Planting bulbs Tutoring backward students 

Cleaning silver Beating carpets and rugs 

Washing windows Sawing and cutting wood 

Scrubbing floors Shoveling snow from walks 

Waxing floors Helping to harvest ice 

Varnishing chairs Working about a dairy 

Running errands Cleaning cellars, attics, and 

Selling magazines barns 

Picking fruit Painting houses, barns, and 

Husking corn fences 

Gathering nuts Painting and putting away 

Picking cotton screens 

Cleaning yards Raising guinea pigs and white 

Cleaning sidewalks mice 

Caring for furnaces Raising chickens, pigs, rab- 

Mowing and raking lawns bits and squabs 

Sifting and dumping ashes Selling butter, eggs, vege- 

Making maple syrup tables, and fruit 

Trapping fur-bearing animals in season 
Washing automobiles and carriages 
Waiting on table as ''extras" in boarding houses 
Making stocking stretchers for ladies who are knitting 
Selling pecans, walnuts, etc., especially during the Christmas 
season 

Selling appropriate religious books and publications for Christ- 
mas gifts 

Making needed household articles, such as coatracks, chairs, 
andirons, umbrella racks, etc., that sell at reasonable prices. 



THRIFT OF TIME AND MONEY 



28.S 



This other list seems to have some good suggestions for boys in 
the country as well as the city : 

Husking corn 

Doing janitor work at the high school 

Doing "chores" for a neighbor who is short of help 

Turning over part of the proceeds of the sale of his pig or 
steer 

Working as a "gang" on Saturdays 

Selling refreshments at football games 

Contracting for cleaning up alleys and back lots 

Selling coffee and sandwiches at farm sales 

Picking fruit 

Gathering nuts 

Making syrup • 

Working about a dairy 

Painting houses, barns, and fences 

Raising chickens, pigs, and squabs 

Selling butter, eggs, vegetables, and fruit 

Trapping fur-bearing animals in season 

Selling pecans, walnuts, etc., especially during the Christmas 
season. 



Careful Saving 



Saving a part of what a boy earns does 
two very important things. First, it gives 
him an increase if it is put in the savings 
bank or into insurance or War Savings 
Stamps, and helps to provide for later 
education or a start in business. With 
money in the bank a boy is always in a 
position to help himself or others in emer- 
gencies. Second, by so saving a boy adds 
to the money available for great under- 
takings in the business world or in national 
crises. 

There was not much saving when the 
race was in its nomad days. W 7 hen food 
was needed, an animal was shot or wild fruit or nuts were 
plucked. Did you ever stop to think how far away we are from 
that stage? Every building in our cities, every farm house or 




LEARN IT EARLY 



286 HANDBOOK FOR PIONEERS 

barn, every railroad train, every ship on the ocean, is there 
because somebody saved money, or was thrifty with his labor at a 
time when he might have spent it for immediate pleasure. All 
the great businesses of the United States — the great railroads, 
banks, and loan companies that lend money to farmers and 
others, the great universities and schools, the museums, the 
flourishing cities and towns, are in existence because our fore- 
fathers saved when they might have spent 

Spending 

If you can buy the same article or one just as useful for fifteen 
cents instead of paying a quarter, it is quite as good as earning 
an extra dime. Many boys are good earners and good savers but 
poor spenders; they do not secure the worth of their money. 
What is true of money is also true of leisure; even a boy's play- 
time is too valuable to be squandered. "What kind of a game did 
you have?" I asked my own boy the other evening. "Not much 
of a game, Father," he replied. "We spent most of the afternoon 
squabbling." 

Frequently one thoughtless boy is responsible for such a poor 
game. He is a spendthrift not only of his own but of other folks' 
precious time. The same is true of being on time at school, 
work, games, group meetings, and the like. Most of us sin badly 
enough in this matter of keeping other people waiting, so here is 
another practical, fine quality for a boy to cultivate — thriftiness 
in spending time, his own or somebody else's. 

Watch other boys or older persons who spend time and money 
wisely for suggestions as to how to get the most out of life and 
put the most in by good habits of spending. 

Giving 

No one can ever truthfully say that American boys cannot 
give. In one of the early war campaigns of the Y. M. C. A., more 
than 100,000 boys pledged themselves to earn and give $10 each 
to help the soldiers, and a very large proportion of the boys made 
good on their pledges. In the great United War Fund drive in 
191 8, more than $2,000,000 was pledged by boys and girls, a 
prodigious sum, and none of it was allowed to be solicited. It 
must be earned. This vast amount shows how generously boys 



THRIFT OF TIME AND MONEY 287 

and girls will work and give if their hearts are touched by need. 
And there are just as grievous needs among the children of less 
fortunate lands always and, indeed, in our own lands — needs that 
strong, happy American boys should, and doubtless will, help 
to relieve. There are few joys greater than systematic generous 
giving to great causes — the church, the relief of poverty, exten- 
sion of Sunday school work, the great missionary undertakings, 
hospitals, and all other work that makes the spirit of Christ 
known and active throughout the world. 

So thrift is, after all, a concern of daily importance to the 
Pioneer and if he lives up to this standard of splendid Christian 
boyhood, he will find his thrifty habits resulting in such prac- 
tical matters as these: 

1. He will use conscientiously and conserve carefully what is 
given him by parents or others — clothing, food, shelter, and 
money allowance. 

2. He will earn money and form the habit of saving a portion 
of it. 

3. He will be careful to use well, and help keep in good con- 
dition, goods and property used in common with others, such as 
parks, playgrounds, athletic material, library books, school 
equipment, tools, and machinery. 

4. He will give, according to his own income, to educational, 
religious, and social betterment enterprises of various kinds. 

Henry Ford says: "Thrift is one of the cornerstones on which 
manhood is constructed," and when it comes to constructing 
things the famous auto manufacturer speaks with authority., 



CHAPTER XVII 
WHAT SHALL I READ? 



The story is told that Henry Clay's mother took in washing in 
order to secure a few extra pennies with which to buy books for 
Henry. She believed books were a good thing for a boy, especi- 
ally the right kind. Now books were not nearly so plentiful in 
Henry's day as they are now, but they are just as important to 
the boys of this generation as they were to Henry Clay or Abra- 
ham Lincoln. All the best things that the best men of all ages 
have thought about, every conceivable subject can all be found 
in books. It is perfectly surprising how much of what we know 
aboufr people and places and things come out of the books we 
read. No real boy can possibly get along without books and he 
should not do so. Every boy in America should have a library 
of his own and the size of it is not the important thing, but the 
quality. Some one has said : "Let every boy, if possible, gather 
some good books under his roof and obtain access to some 
sort of a library; almost any other luxury should be sacri- 
ficed for this." Books are the windows through which a boy's 
imagination looks out — a house without books is like a room 
without windows. 

Yes, and have a shelf for your own books too. If there isn't 
room in the family bookcase, make a shelf of your own, so you can 
have your "bound friends" close to you. Be sure there are no 
"fellows" on the shelf for whom you will have to apologize, for a 
boy hates to have to apologize for his friends. 

A wise man once said to a boy: "Son, tell me what you read 
and I'll tell you what you are going to be." He did not mean that 
he would tell him whether he was going to be a doctor or an 




WHAT SHALL I READ? 289 

aviator or a circus performer or a statesman so much as he meant 
what kind of a doctor or statesman he was going to be. 

If a boy has just so much time to read 
and there is a very great plenty of real, 
red-blooded, masculine books that are 
worth while — books in every possible 
realm from adventure to applied science — 
easily available, then a boy is surely 
foolish to waste his time reading poor 
stuff. Isn't he? You cannot tell a good book just by looking 
at it, and of course you cannot read them all to find out if they 
are good. Then what can you do? Can you just depend on your 
friends to recommend? No, that is worse still; but there are 
several ways to know good books. One is by noting the author. 
Certain authors are considered first-class, others as fair, and all 
too many as poor. Read books by well-known first-class men 
who write for boys. If you are doubtful, ask some one who 
knows. Another way is by noting the publisher. First-class 
publishers would never think of endangering their reputation by 
publishing trash. All publishers of boys' books are not first-class, 
but the easiest and most satisfactory way of all is to depend on a 
trained librarian or lists of books prepared by such librarians. 
It is their business to know w T hen books are worth while. 

A great many of the popular boys' series are not worth while. 
The facts and information that they give are not true ; the lan- 
guage is often vulgar and cheap ; the characters are overdone and 
created to make excitement instead of expressing real people as 
you find them in the world. Read — certainly, first as many good 
books of as many kinds as you possibly can. Don't forget along 
with your adventure a few lives of men who have done or are now 
doing worth-while things. If you like history, read real historical 
stories. Read about invention and travel along with baseball 
and fishing, and in the lists that follow you will find an excellent 
guide, either to buy from or to read from or both. Show me your 
library and I'll tell you a lot of interesting things about yourself 
and your future. 



290 HANDBOOK FOR PIONEERS 

Best Books for Boys 

Heroes of Adventure 

Log of a Cowboy, Andy Adams 

Little Men, Louisa M. Alcott 

The Cruise of the "Ghost," W. L. Alden 

Hunters of the Hills, /. A. Altsheler 

The Last of the Chiefs, /. A. Altsheler 

Greyfriar's Bobby, Eleanor Atkinson 

Left Guard Gilbert, R. H. Barbour 

The Boy Emigrants, Noah Brooks 

Master of Strong Hearts, E. S. Brooks 

Quest of the Golden Valley, Belmore Brown 

Cruise of the "Cachalot," F. T. Bullen 

The Lost Prince, F. Hodgson Burnett 

Track's End, H. Carruth 

Camping with Henry, F. H. Cheley 

Two Years before the Mast, R. H. Dana 

Robinson Crusoe, D. DeFoe 

Hans Brinker, M. M. Dodge 

Cattle Ranch to College, Russell Doubleday 

Struggling Upward, Sherwood Dowling 

Adventures of Sherlock Holmes, A. C. Doyle 

Adventures of Billy Topsail, Norman Duncan 

Billy Topsail, M. D., Norman Duncan 

T. Haviland Hicks, Senior, /. R. Elder dice 

Ross Grant, Tenderfoot, Hamlin Garland 

Boy Life on the Prairie, Hamlin Garland 

Warpath and Hunting Trail, Elmer Gregor 

Jack, the Young Ranchman, G. B. Grinnell 

Phillip Kent of the Lower School, Truxton Hare 

Captain Fair and Square, W. D. Heyliger 

The Young Alaskans, Emerson Hough 

The Ranch of the Oxhide, Henry In man 

Aztec Treasure House, Thos. A. Janvier 

Captains Courageous, Rudyard Kipling 

The Lure of the Black Hills, D. Lange 

Redney McGaw, Arthur E. McFarlane 

Jim Davis, John Masefield 



WHAT SHALL I READ? 291 

Martin Hyde, John Masefield 

Dorymates, Kirk Monroe 

Safety First, W. R. Nichols 

Wrecking Master, R. D. Paine 

The Voyage of the "Hoppergrass," Edmund Lester Pearson 

The Fullback, Lawrence Perry 

The Human Boy and the War, Eden Pliilpotts 

Stolen Treasure, Howard Pyle 

Iceboat Number One, Leslie W. Quirk 

The Boy Settler, E. L. Sabin 

The Gold Seekers of '49, E. L. Sabin 

Apauk, Caller of Buffalo, J. W. Schultz 

With the Indians in the Rockies, J. W. Schultz 

Kidnapped, R. L. Stevenson 

Buccaneers and Pirates of our Coast, F. R. Stockton 

Making Good in the Village, W. 0. Stoddard 

Gold Seeking on the Dal ton Trail, A. R. Thompson 

To the Land of the Caribou, Paul G. Tomlinson 

The Strange Gray Canoe, Paul G. Tomlinson 

Gibby of Clamshell Alley, /. S. Van Dresser 

The Cruise of the "Cormorant," A. H. Verrill 

An American Crusoe, A. H. Verrill 

Marooned in the Forest, A. H. Verrill 

The Gaunt Grey Wolf, Dillon Wallace 

Bobby of the Labrador, Dillon Wallace 

Fur Trail Adventures, Dillon Wallace 

Lure of the Labrador Wild, Dillon Wallace 

Ungava Bob, Dillon Wallace 

Swiss Family Robinson, 7. D. Wyss 

Heroes of Chivalry 

Story of Roland, /. Baldwin 

John Halifax, Gentleman, D. M. Craik 

Sir Marrok, Allen French 

The Court of King Arthur, W. H. Frost 

A Knight of the White Cross, G. A. Henty 

Heroic Legends, A. G. Herbertson 

Knights of the Golden Spur, Rupert S. Holland 

Historic Heroes of Chivalry, Rupert S. Holland 



292 HANDBOOK FOR PIONEERS 

The Boy's King Arthur, Sidney Lanier 

Stories from the Faerie Queene, M. McLeod 

Dick in the Desert, J. Otis 

Men of Iron, Howard Pyle 

Otto of the Silver Hand, Howard Pyle 

The Story of King Arthur and His Knights, Howard Pyle 

The Story of Sir Lancelot, Howard Pyle 

The Story of the Champions of the Round Table, Howard Pyle 

The Story of the Grail and the Passing of Arthur, Howard Pyle 

The Merry Adventures of Robin Hood, Howard Pyle 

Ivanhoe, Sir Walter Scott 

Stories from Old French Romance, E. M. Wilmot-Buxton 

Stories of Persian Heroes, E. M. Wilmot-Buxton 

A Book of Golden Deeds, Charlotte M. Yonge 

Boy's Ride, Gulielma Zollinger 

Rout of the Foreigner, Gulielma Zollinger 

Heroes of Daring 

The Story of Siegfried, James Baldwin 

A Story of the Golden Age, James Baldwin 

The Modern Vikings, Hjalmar Boyesen 

A Boy of the First Empire, Elbridge S. Brooks 

The Story of Marco Polo, Noah Brooks 

Beach Patrol, W. Drysdale 

Lance of Kanana, H. W. French 

The Boy's Froissart, /. Froissart 

Boy's Book of Pirates, Henry Gilbert 

Adrift on an Ice-pan, W. T. Grenfell 

By Pike and Dyke, G. A. Henty 

For the Temple, G. A. Henty 

Fighting a Fire, Chas. T. Hill 

Wulnoth the Wanderer, H. E. Inman 

Adrift in the Arctic Ice-pack, Elisha Kent Kane 

Olaf the Glorious, Robert Leighton 

Careers of Danger and Daring, Cleveland Moffett 

Life Savers, James Otis 

The Lighthouse Keepers, James Otis 

Stories from the Chronicles of the Cid, Mary W. Plumner 

Scottish Chiefs, Jane Porter 



WHAT SHALL I READ? 293 

Otto of the Silver Hand, Howard Pyle 

Jack Ballister's Fortunes, Howard Pyle 

The Spartan, C. D. 0. Snedeker 

In the Days of Alfred the Great, E. M. Tappan 

In the Days of William the Conqueror, R. M. Tappan 

Gold Seeking on the Dalton Trail, A. R. Thompson 

The Voyages of Captain Scott, Retold by Chas. Turley 

The Lure of the Labrador Wild, D. Wallace 

Ben Hur: A Tale of the Christ, Lew Wallace 

Boys' Napoleon, H. F. B. Wheeler 

Heroes of Humor 

Story of a Bad Boy, Thos. B. Aldrich 

The Monkey That Would not Kill, Henry Drummond 

T. Haviland Hicks, Freshman, J. R. Elderdice 

At Good Old Si wash, George Fitch 

Nights with Uncle Remus, Joel Chandler Harris 

Uncle Remus : His Songs and His Sayings, Joel Chandler Harris 

Phaeton Rogers, R. Johnson 

The Varmint, Owen Johnson 

Lucky and His Gang, Grace S. Mason 

Toby Tyler; or Ten Weeks with a Circus, James Otis 

Mr. Stubbs' Brother, James Otis 

A Jolly Fellowship, Frank R. Stockton 

Penrod, Booth Tarkington 

The Adventures of Huckleberry Finn, Mark Twain 

The Innocents Abroad, Mark Twain 

The Prince and the Pauper, Mark Twain 

The Adventures of Tom Sawyer, Mark Twain 

A Connecticut Yankee in King Arthur's Court, Mark Twain 

Being a Boy, Chas. D. Warner 

Heroes of the Nation 

/. Biography and History 

The Story of Our Navy for Young Americans, Willis J. Abbot 
The Hero of Erie (Commodore Perry), James Barnes 
Midshipman Farragut, James Barnes 
Yankee Ships and Yankee Sailors, James Barnes 



294 HANDBOOK FOR PIONEERS 

Boots and Saddles, Elizabeth B. Custer 

The Boy General, Elizabeth B. Custer 

The True Story of Benjamin Franklin, Elbridge S. Brooks 

The True Story of George Washington, Elbridge S. Brooks 

Brave Deeds of Revolutionary Soldiers, R. B. Duncan 

American Leaders and Heroes, Wilbur F. Gordy 

Life of Grant for Boys and Girls, Warren Lee Goss 

On the Trail of Grant and Lee, F. T. Hill 

On the Trail of Washington, F. T. Hill 

Abraham Lincoln: The Boy and the Man, Jas. Morgan 

The Boys' Life of Ulysses S. Grant, Helen Nicolay 

The Boys' Life of Lincoln, Helen Nicolay 

Young Heroes of the American Navy, Thos. A. Parker 

Hero Tales from American History, Theodore Roosevelt and 

Henry Lodge 
Paul Jones, Molly Elliot Seawell 
The Story of Our Navy, William 0. Stevens 
Story of Young George Washington, Wayne Whipple 



II. Historical Stories 

The Guns of Bull Run, J. A. Altsheler 

The Rock of Chickamauga, J. A. Altsheler 

Shades of the Wilderness, J. A. Altsheler 

The Tree of Appomattox, J. A. Altsheler 

Keepers of the Trail, J. A. Altsheler 

Hunters of the Hills, J. A. Altsheler 

Roger Paulding, Apprentice Seaman, Capt. Edward L. Beach, 

U. S. N. 
A Midshipman in the Pacific, C. T. Brady 
A Son of the Revolution, E. T. Brooks 
Banner of the White Horse, C. M. Case 
The Pilot, James Fenimore Cooper 
The Spy, James Fenimore Cooper 
-Camp Fire and Trail, R. Clyde Ford 
Man Without a Country, E. E. Hale 
Cadet Days, Gen. Charles King 

A West Point Lieutenant, Capt. Paul B. Malone, U. S. A. 
Tom Strong, Washington's Scout, A. B. Mason 



WHAT SHALL I READ? 295 

Tom Strong, Third, A. B. Mason 

With Perry on Lake Erie, James Otis 

Great Locomotive Chase, Wm. Piitenger 

On the Plains with Custer, Edwin L. Sabin 

With Sam Houston in Texas, Edwin L. Sabin 

Brave Deeds of Union Soldiers, S. Scoville- 

Little Jarvis, Molly Elliot Seawell 

The Boy Captive of Old Deerfield, M. P. W. Smith 

Black Arrow, R. L. Stevenson 

Three Years behind the Guns, L. G. Tiddale 

Prisoners of War, E. T. Tomlinson 

Tecumseh's Young Braves, E. T. Tomlinson 

The Boy Sailors of 1812, E. T. Tomlinson 

The Young Sharpshooter, E. T. Tomlinson 

Marching against the Iroquois, E. T. Tomlinson 

With Flintlock and Fire, E. T. Tomlinson 

Three Colonial Boys, E. T. Tomlinson 

Trail of the Mohawk Chief, E. T. Tomlinson 

Scouting with Kit Carson, E. T. Tomlinson 

Scouting for Washington, J. P. True 

III. Books on the Great War 

At the Edge of the War Zone, Mildred Aldrich 

Hilltop on the Marne, Mildred Aldrich 

Under the Red Cross Flag, Mabel Boardman 

The Cause; Poems of the War, Lawrence Binyon 

Collected Poems, Rupert Brooke 

Ambulance No. 10, Leslie Buswell 

Christine, Alice Cholmondeley 

Poems of the Great War, J. W. Cunliff 

Carry On! Coningsby Dawson 

Plattsburg Manual, 0. 0. Ellis and E. B. Gary 

Over the Top, A. G. Empey 

You Are the Hope of the World, Hermann Hagedorn 

Kitchener's Mob, /. N. Hall 

A Student in Arms, Donald Hankey 

First Hundred Thousand, Ian (Beith) Hay 

My Home in the Field of Honor, F. W. Huard 



296 HANDBOOK FOR PIONEERS 

My Home in the Field of Mercy, F. W. Huard 

Spires of Oxford and Other Poems, W. M. Letts 

Flying for France, /. R. McConnell 

Harvest Moon, J. P. Peabody 

Kings, Queens, and Pawns, Mrs. Alary R. Rinehart 

My Fourteen Months at the Front, W. J. Robinson 

Poems, Alan Seeger 

Rhymes of a Red Cross Man, R. W. Service 

German Versus Civilization, William Roscoe Thayer 

Poems, Emile Verhaeren 

Fifes and Drums, The Vigilantes 

Why We Are at War, Woodrow Wilson 

Heroes of the Out-of-Doors 

I. Biography — Scouts and Pioneers 

Kit Carson, J. S. C. Abbott 

Daniel Boone, J. S. C. Abbott 

David Crockett, /. S. C. Abbott 

David Crockett, Scout, Chas. Allen Fletcher 

Adventures of Buffalo Bill, Col. W. F. Cody 

Daniel Boone, Backwoodsman, C. H. Forbes-Lindsay 

Famous Indian Chiefs I Have Known, Major-General 0. 0. 

Howard, U.S.A. 
The Last of the Plainsmen, Zane Grey 
Captain John Smith, Tudor Jenks 
Buffalo Bill and the Overland Trail, Edwin L. Sabin 
With Carson and Fremont, Edwin L. Sabin 
Life of David Crockett, W. C. Sprague 
With Fremont the Pathfinder, /. II. Whitson 

II. Stories of Outdoor Life 

The Horseman of the Plains, /. A. Altsheler 

The Young Trailers, /. A. Altsheler 

The Boy Scouts of Woodcraft Camp, Thornton W. Burgess 

The Boy Scouts of Bob's Hill, Chas. Pierce Burton 

Camp Bob's Hill, C. P. Burton 

The Boy Scout Trailblazers, F. H. Cheley 

t 



WHAT SHALL I READ? 297 

Told by the Camp Fire, F. H. Cheley 

Leatherstocking Tales, James Fenimore Cooper 

Be Prepared, A. W. Dimock 

The Boy Scouts of Berkshire, Walter P. Eaton 

Along the Mohawk Trail, Percy K. Fitzhiigh 

Red Arrow, Elmer E. Gregor 

Camping in the Winter Woods, E. E. Gregor 

The Wolf Hunters, G. B. Grinnell 

Trails of the Pathfinders, G. B. Grinnell 

The Boys of Crawford's Basin, S. F. Hamp 

Shaggy coat, C. Hawkes 

The Boy Scouts of Birch-Bark Island, Rupert S. Holland 

A Scout of Today, Isabel Hornibrook 

In the Great Wild North, D. Lange 

The Call of the Wild, Jack London 

The Boy Scout's Year Book, W. P. McGuire and F. K. Maihiews 

Canoemates, Kirk Monroe 

Campmates, Kirk Monroe 

Boy Scouts of the Black Eagle Patrol, L. W. Quirk 

Pluck on the Long Trail; or Boy Scouts in the Rockies, Edwin 

L. Sabin 
Trapper Jim, Edwyn Sandys 
With the Indians in the Rockies, J as. W. Schultz 
The Biography of a Grizzly, Ernest T. Seton 
The Trail of the Sandhill Stag, E. T. Seton 
Wild Animals I Have Known, E. T. Seton 
Wild Animals at Home, E. T. Seton 
Rolf in the Woods, E. T. Seton 
Animal Heroes, E. T. Seton 
The Scout Master of Troop 5, Ida T. Thurston 
Scouting with Daniel Boone, E. T. Tomlinson 

Heroes of Sports 

The Half-back, Ralph Henry Barbour 
Change Signals, R. II. Barbour 
For the Honor of the School, R. H. Barbour 
The Brother of a Hero, R. H. Barbour 
Danforth Plays the Game, R. H. Barbour 



298 HANDBOOK FOR PIONEERS 

Left Tackle Thayer, R. H. Barbour 

The Crimson Sweater, R. H. Barbour 

Against Heavy Odds, R. H. Barbour 

Danny Fists, Walter Camp 

Danny, the Freshman, Walter Camp 

Following the Ball, A. T. Dudley 

At the Home Plate, A. T. Dudley 

The School Team on the Diamond, John Prescott Earl 

Making the Freshman Team, T. Truxton Hare 

Bartley, Freshman Pitcher, William Heyliger 

Against Odds, William Heyliger 

Tom Brown's School Days, Thomas Hughes 

Pitching in a Pinch, Christy Mathewson 

The School Days of Elliott Gray, Jr., Colton Maynard 

College Years, Ralph D. Paine 

Head Coach, Ralph D. Paine 

Harding of St. Timothy, A. S. Pier 

The Jester of St. Timothy's, A. S. Pier 

The Boys of St. Timothy, A. S. Pier 

Freshman Dorn, Pitcher, Leslie W. Quirk 

Baby Elton, Quarterback, Leslie W. Quirk 

The Fourth Down, Leslie W. Quirk 

The Pennant, E. T. Tomlinson 

Fair Play, H. Williams 

Batter-up, Hawley Williams 

Heroes of Success 

/. Biography 

Historic American, E. S. Brooks 

True Story of Abraham Lincoln, E. S. Brooks 

The Boyhood of Lincoln, Ilczckiah Butterworth 

Autobiography, Benjamin Franklin 

Through College on Nothing a Year, Christian Gauss 

Pushing to the Front, 0. S. Marden 

Boy's Life of Edison, Wm. Meadowcroft 

Life of Abraham Lincoln, Chas. W. Moores 

Boy's Life of Abraham Lincoln, Helen Nicolay 



WHAT SHALL I READ? 299 

Life of Robert Louis Stevenson, J. M. Overton 
Boy's Life of Mark Twain, A. B. Paine 
Captains of Industry, James Parton 
Life of Edison, F. Rolt-Wheeler 
Up from Slavery, B. T. Washington 

II. Stories 

The Fast Mail, William Drysdale 

The Young Supercargo, William Drysdale 

The Hoosier School Boy, Edward Eggleston 

Pickett's Gap, /. Greene 

Off Side, William Heyliger 

Sandsy's Pal, Gardner Hunting 

Captains Courageous, Rudyard Kipling 

The Young Homesteaders, J. W. Lincoln 

Cadet of the Black Star Line, Ralph D. Paine 

Tommy Remington's Battle, Burton E. Stevenson 

Crowded out O'Crofield, W. 0. Stoddard 

Uncle Abner's Legacy, A. H. Verrill 

The Widow O'Callaghan's Boys, G. Zollinger 

The Books of Information 

I. Fiction 

Pick, Shovel and Pluck, A. R. Bond 

With the Men Who Do Things, A. R. Bond 

On the Battle-front of Engineering, A. R. Bond 

Jack Straw, the Lighthouse Builder, L. W. Crump 

Book of Pirates, Henry Gilbert 

Indian Why Stories, F. D. Lindermann 

The Boy with the U. S. Survey, Francis Rolt-Wheeler 

The Boy with the U. S. Census, Francis Rolt-Wheeler 

The Boy with the U. S. Indians, Francis Rolt-Wheeler 

The Boy with the U. S. Foresters, Francis Rolt-Wheeler 

The Boy with U. S. Life-savers, Francis Rolt-Wheeler 

The Boy with the U. S. Mail, Francis Rolt-Wheeler 

The Monster Hunters, Francis Rolt-Wheeler 

Wild Animal Ways, E. T. Seton 



3 oo HANDBOOK FOR PIONEERS 

Our Own Land Series, E. T. Tomlinson 
Letters from Brother Bill, W. K. Towers 
Jungle Chums, A. H. Verrill 

II. Fact 

Story of Our Navy for Young Americans, Willis J. Abbott 

The Boy's Prescott, H. W. Banks 

The Boy's Motley, H. W. Banks 

Training Wild Animals, Frank Chas. Bostock 

Wonderland of Stamps, W. D. Burroughs 

Boyhood Stories of Famous Men, Katherine D. Cather 

The Travels of Birds, Frank M. Chapman 

The Battle of Baseball, C. H. Claudy 

The Book of Stars, A. F. Collins 

The Wireless Man, F. A. Collins 

The Camera Man, F. A. Collins 

At Home in the Water, Geo. Corsan 

Boy's Book of Firemen, Irving Crump 

Boy's Book of Airships, H. Delacombe 

Uncle Sam's Modern Miracles, W. A. DuPuy 

Indian Boyhood, C. A. Eastman 

Indian Scout Talks, C. A. Eastman 

Stories of Useful Inventions, S. E. Forman 

Autobiography of Benjamin Franklin — Israel Putnam, Louise 

S. Hasbrouck 
Our Country's Flag, Edward S. Holden 
Historic Inventions, R. S. Flolland 
Historic Events of Colonial Times, R. S. Holland 
Boy's Book of Steamships, J. R. Houden 
The Story of the Cowboy, Emerson Hough 
Deeds of Doing and Daring, W. A. Johnston 
Heroes of the Great W T ar, G. A. Leask 
The Boy's Book of New Inventions, Harry E. Maule 
The Boy's Book of Hunting and Fishing, Warren H. Miller 
When I Was a Boy in Russia, V. Mokrievitch 
Book of Forestry, Prof. Franklin Moon 
Keeping in Condition, i7. 77. Moore 
Life of R. L. Stevenson, J. M. Overton 



WHAT SHALL I READ? 301 

Boy's Life of Mark Twain, Albert B. Paine 

The Oregon Trail, F. Parkman 

The Boy's Book of Famous Warships, Wm. 0. R. M. Stevens 

Places Young Americans Want to Know, E. T. Tomlinson 

Bird Friends, Gilbert H. Trafton 

The Lightbringers, M. H. Wade 

Young People's Story of Massachusetts, Herschel Williams 

The Book of Athletics, Paul Withington 

The W 7 hat and How To Do Books 

Harper's Indoor Book for Boys, /. H. Adams 

Harper's Outdoor Book for Boys, /. H. Adams 

Harper's Machinery Book for Boys, /. H. Adams 

Jack of All Trades, Dan C. Beard 

Handicraft for Outdoor Boys, Dan C. Beard 

Outdoor Handy Book, Dan C. Beard 

The American Boys' Handy Book, Dan C. Beard 

Field and Forest Handy Book, Dan C. Beard 

Boat — Building and Boating, Dan C. Beard 

Shelters, Shacks and Shanties, Dan C. Beard 

The Boy Pioneers, Dan C. Beard 

The Scientific American Boy, A. Russell Bond 

The Scientific American Boy at School, A. Russell Bond 

Handbook for Boys, Boy Scouts of America 

Box Furniture, etc., L. Brigham 

The Boy Scout's Camp Book, Edward Cave 

Camp and Outing Activity, Cheley-Baker 

The Book of Wireless, F. A. Collins 

The Book of Electricity, F. A. Collins 

Boys' Book of Model Aeroplanes, F. A. Collins 

Second Boys' Book of Model Aeroplanes, F. A. Collins 

Carpentry and Woodwork, Prof. Edwin W. Foster 

Harper's Camping and Scouting, Grinnell & Swan 

The Boy Craftsman, A. N. Hall 

Handicraft for Handy Boys, A. N. Hall 

American Boys' Work Shop, C. B. Kelland 

Harper's Beginning Electricity, D. C. Shafer 

Boy's Book of Mechanical Models, Wm. B. Stout 



302 HANDBOOK FOR PIONEERS 

Harper's Wireless Book, A. II. Verrill 

The Gasoline Engine Book, A. H. Verrill 

Harper's Aircraft Book, A. H. Verrill 

The Book of the Motor Boat, A. H. Verrill 

The Amateur Carpenter, A. II. Verrill 

The Boys' Outdoor Vacation Book, A. II. Verrill 

How to Make Baskets, Mary White 



CHAPTER XVIII 
FIRST AID TO THE INJURED 

In a brief chapter on First Aid obviously one can give only 
the essential points. Just why it is best to do a thing this or 
that way cannot be fully presented. There are a few general 
directions, however, that should be borne in mind in any case of 
accident: 

A boy, to be helpful in case of accident or sudden illness, 
should be cool, deliberate, reasonable, use common sense, and 
decide definitely what to do and do it. If the injury is serious, 
call a reputable doctor and at the same time administer such 
First Aid as is needed. Insist that the crowd be kept back and 
make the patient as comfortable as possible by loosening all 
tight clothing. Place patient on side if vomiting. If the patient's 
face is pale and he is cold, place him flat on his back and warm him 
by rubbing, covering with coat, etc. If there is bleeding from a 
hidden injury, locate it at once and treat it properly. In order 
to do this satisfactorily the clothing may need to be removed; 
if the injury is painful or bleeding profusely, the greatest gentle- 
ness is demanded and clothing had much better be cut away with 
sharp knife or scissors. When you can add to the comfort of 
the patient without danger, always do it. If not severely injured 
let him sit up if he so desires, and give him fresh water if he calls 
for it — cold water, if possible; it is always more refreshing. 
If badly needed, it may be well to give a mild stimulant. Whisky 
or brandy are not at all necessary; use, instead, aromatic spirits 
of ammonia, unless it is a head injury. Never give an uncon- 
scious person a stimulant. If there are broken bones and the 



304 HANDBOOK FOR PIONEERS 

patient must move, the broken bone should always be secured 
by applying some temporary splint. Exercise great care in 
handling the injured. 

Conditions of Depression 

There are a number of conditions which may be classified 
under this head, such as shock, heat exhaustion, severe bleeding, 
and fainting. As a group, these have certain definite earmarks. 
The patient is usually conscious, but consciousness is dulled. 
In fainting, consciousness is absent for a few minutes, the face 
is pale, and the breathing is rapid and shallow, the pulse is 
rapid and weak, the skin cool and covered with a clammy sweat. 
All the vital functions seem weakened and depressed. The heart 
is working over-time to keep going, consequently the patient 
is cold and inclined to be dull. 

What can we do to aid such a patient? First, send for a doctor 
if possible. Next make the patient comfortable. Place on the 
back with the head low. Since the patient in this condition is 
cold, make every effort to warm him. Rouse him by stimulating 
the heart and lungs. Warm him by wrapping him in a blanket. 
If in cold weather, warm the blanket. If no blankets can be had, 
use clothing of any sort, putting it under as well as over him. 
If he is conscious enough to swallow, hot drinks will help tremen- 
dously to warm him. Use aromatic spirits of ammonia to stim- 
ulate the heart and induce deeper breathing. The dose is one- 
half teaspoonful in one-half glass of water. This can be repeated 
in twenty minutes. If you cannot get aromatic spirits of am- 
monia, use hot black coffee, preferably with sugar — it will do 
very well. Even hot sugar and water is helpful. In cases of 
depression due to severe hemorrhage, the bleeding must be 
stopped before the stimulant is given. The use of compresses 
and tourniquets, also where and how to apply them in order to 
stop bleeding, will be discussed under that heading (see page 306). 

When there has been a severe injury to the patient and he is 
in this depressed condition, we call it shock; whatever other 
injury there is, except severe hemorrhage, shock should be 
treated first. If a patient suddenly becomes pale, falls, and is 
completely unconscious, he has probably fainted. By lowering 
the head, loosening the clothing, and sprinkling the face with 



FIRST AID TO THE INJURED 305 

water the patient will respond quickly. Heat exhaustion is 
shock from excessive heat and signs of depression are apparent. 
Treatment should be the same as outlined above. 

Head Injuries 

Conditions known as head injuries can be placed in one 
group because the symptoms are the same and the treatment 
follows the same lines. Under this classification come those 
conditions where the patient's consciousness is dulled or absent 
for hours, the skin is flushed, the breathing deep, noisy, and 
somewhat slow, the pulse is full and slow, and the skin is hot, 
either wet or dry. Concussion of the brain, fracture of the skull, 
apoplexy, epilepsy, drunkenness, sunstroke — all come in this 
general class. 

In this group of injuries the patient is unconscious, yet the 
heart seems to be working all right; often the breathing is not 
labored yet there seems to be over-stimulation, so there is no 
need of giving stimulants. As in all cases of injury, the patient 
should be made comfortable and in this group the head should 
be raised. If the temperature seems high, place a cold, wet 
cloth on the head. Remember to call a doctor unless conscious- 
ness returns at once and you know the concussion was slight. 

Wounds and Infection 

A wound is an injury in which the skin is broken and there is 
usually more or less damage to the tissues beneath it. There are 
(1) cut or incised wounds, such as are caused by sharp knives or 
glass; (2) torn or lacerated wounds, where the tissues are torn 
rather than cut; and (3) punctured wounds, usually quite deep, 
caused by sharp-pointed instruments. 

Before we take up wounds in detail we must briefly discuss 
infection. Bacteria, especially those varieties which produce 
pus, exist everywhere. The skin is our protection against all 
such bacteria. When the skin is broken, as happens in any 
wound or compound fracture, the bacteria find their chance to 
enter the body. From the use as a dressing of a handkerchief 
with germs on it, or from the dust of the air, or from the contact 
of dirty hands, these bacteria often enter the wound and if left 
undisturbed infection takes place and pus is formed. A badly 



306 




HANDBOOK FOR PIONEERS 




Pressure and Tourniquet 
Points 



Fig. I 

infected wound may quickly result in the 
loss of life; consequently the treatment 
of all wounds is very important. 

This treatment can be considered un- 
der two heads: (i) Treatment of wounds 
without severe hemorrhage and (2) treat- 
ment of wounds with severe hemorrhage. 
Remember to send for a doctor at once 
if the wound is severe. Cut clothing 
away from wound and be sure that 
nothing sticks to it. Do not touch the 
wound with the hands or let the patient 
touch it. There is no hurry unless the air is dusty; if so, cover 
at once as there is danger of infection. If you have a surgically 
clean, sterile bandage, free from germs, apply it to the wound 
and bandage. No attempt should be made to wash or disinfect 
the wound, unless it be to pour iodine into it from a first aid kit. 
Be sure to treat patient for shock if there is any. If faint, 
have him lie down with head low. The first thing to do in case 
of wounds with severe hemorrhage is to stop the bleeding. 
In order to do this you must know from which kind of vessels 
the blood comes — from the arteries, the veins, or the more slowly- 
bleeding capillaries. Arterial blood is bright red and comes from 
the wound in spurts or jets. Blood is lost very rapidly. Vein 
bleeding is recognized by a steady flow of dark colored blood. 
Capillary bleeding is slow oozing from the wound, with the 
blood brick red in color. Arterial bleeding is stopped by pressure 
of the finger on certain pressure points or by tourniquet on tourni- 
quet points. For illustration see Fig. 1. First try pressure 
with the fingers; meanwhile have someone prepare a tourniquet, 
the simplest of which can be made by tying a handkerchief loosely 



FIRST AID TO THE INJURED 307 

about the limb, tightening it by twisting a small stick inserted 
through it. Tighten until bleeding stops and then keep stick 
there by tying one end to the injured part. A long stocking 
also makes a good tourniquet. Warning: Do not forget that 
you have stopped the circulation in the part below the tourniquet. 
That part will die if it does not get a fresh supply of blood once 
in a while ; consequently if the tourniquet must be kept tight for 
a long time, pending the doctor's arrival, loosen once an hour, 
then tighten again if bleeding starts. Venous blood can usually 
be stopped by pressure of a sterile compress directly over the 
wound. In severe cases a tourniquet may be necessary below 
the wound. Often with pressure the venous bleeding will stop. 
If the blood vessels of the neck are cut, blood will be lost rapidly 
and the patient will die. In this case disregard infection and 
press your hand tightly against bleeding point. Capillary 
bleeding may be stopped by compress over wound. When 
such bleeding is stopped, if wound is still uncovered, cover with 
sterile compress. In all such cases keep patient quiet with head 
low. No stimulant ought to be given unless it is a question of 
life and death. 

First Aid Materials 

The main uses of the bandage are (1) to keep dressings in 
place; (2) to secure splints; (3) to stop bleeding from pressure; 
(4) for use as sling or to keep in normal position parts of the 
body which have been dislocated by injury. There are several 
kinds of bandages: The triangular bandage; the roller bandage; 
and special bandages. 

The Triangular Bandage. The triangular bandage is best 
suited for first aid because it can be easily made, can be used in 
so many different ways, and is not difficult to apply. There are 
three general ways in which the triangular bandage can be used : 
the unfolded triangle, the folded triangle, and the folded narrow 
bandage sometimes called the cravat bandage. 

The prepared triangular bandage has the advantage of having 
many different methods of application. Unfolded, it can be 
used in the following ways: 

1. The triangular bandage as an arm-sling: Place one end 
of the bandage over the uninjured shoulder, placing the point 



308 HANDBOOK FOR PIONEERS 





Fig. 2 



Fig. 3 




Fig. 4 



Fig. 6 



FIRST AID TO THE INJURED 309 

of the triangle under the injured arm, then take the lower end of 
the bandage up over the injured side and tie to upper end behind 
the neck. (Fig. 2). Another good arm-sling can be made by 
pinning the shirt or coat sleeve to the shirt or coat. 

2. The triangular bandage as a foot-bandage: Place the foot 
in the center of the bandage, toes toward the point. Then bring 
the point up over the toes to the instep, next bring the ends up 
across the instep and tie behind the ankle. (Fig. 3). 

3. The triangular bandage as a hand-bandage: The hand- 
bandage is applied exactly like the foot-bandage. The hand is 
placed palm down in the center of the triangle, fingers toward the 
point. The point is then turned up over the back of the hand, 
the ends brought up over the hand around the wrist and tied. 
(Fig. 4). 

4. The triangular bandage as a head-bandage : As a head- 
bandage, fold a hem on the long side of the bandage, place the 
hem on the forehead just above the eyes with point to back of 
the head, then carry the two ends of the bandage around to the 
head above the ears, cross them at the back, bring around and 
tie in front, drawing the point down tight, then turn up over 
the head and pin. (Fig. 5). 

The Cravat Bandage. The cravat bandage can be used in a num- 
ber of ways. To make this bandage, bring the point of the triangle 
to the center of opposite side and fold lengthwise three times. 

1. The cravat bandage as an eye-bandage: Place the center 
of the cravat over the injured eye, bring ends around the head 
and tie at the back of the head. (Fig. 6). 

2. The cravat bandage as a bandage for the jaw: In this case 
two cravats are necessary. Apply center of one across the chin 
in front and tie in back of the neck. Place center of the other 
under the chin, tie over the top of the head or cross on top of 
the head and tie under chin. (Fig. 7). 

3. The cravat bandage as a neck-bandage: The cravat band- 
age can be used to cover the neck as any neck scarf. (Fig. 8). 

4. The cravat bandage as a bandage for palm of the hand: 
Place the cravat across the palm of the hand, then cross at the 
back of the hand and again at the front of the wrist, bring around 
and tie at the back of the wrist. (Fig. 9). 



3io 



HANDBOOK FOR PIONEERS 



5. The cravat bandage used to keep splints in place or dress- 
ings on extremities: In this case it is simply carried around and 
tied in a suitable place. The number of cravats necessary will 
depend on the size of the splints or dressing being used. 




Fig. 7 




The Roller Bandage. The roller bandage can be used for any 
of the conditions described. To apply correctly it requires more 
practice and skill than the triangle bandage. The general rules 
covering application of the roller bandage are as follows: The 
best roller bandage is made of gauze or cheesecloth, although 
any material may be used. It can be purchased in different 
sizes. (Every boy should know how to roll his own bandage.) 

1. The bandage is applied by holding the roll in the right 
hand and the loose end in the left, unless, of course, you are 
left-handed. Place end on the desired spot and start unrolling 
the bandage. 

2. When unrolling the bandage, hold it in the right hand so 
that the thumb is on the outer side and unroll after the manner of 
unrolling a carpet. 



FIRST AID TO THE INJURED 



3ii 



3. Be careful in applying roller bandage that the bandage is 
not drawn too tight. Be especially careful if it is being applied 
around a splint, because of the probable later swelling of the part. 
If finger or toes of bandaged limb begin to show blue or there is 
numbness or pain, loosen the bandage at once. 

4. Always apply bandage over a splint and not under it. 

5. Bandage from extremities towards the heart, leaving tips 
of fingers or toes uncovered so that they may be observed. 





Fig. 9 



Fig. 10 



6. Place the parts to be bandaged in the position in which 
you wish them to remain, bearing in mind that changing to 
a new position may cut off circulation. 

7. In bandaging a wound immediately, remember that 
swelling may occur. Be ready to remove or loosen bandage at 
once when such swelling causes it to become too tight. 

8. Roller bandages are applied in several ways, depending 
on the condition and shape of the part injured. The simplest 
method of application is the circular, but this is used to advantage 
only when the part to be bandaged is of the same circumference 
throughout. The circular method consists of a series of circular 
turns from below upward, each time overlapping the upper 



312 



HANDBOOK FOR PIONEERS 



third of the previous lap. (Fig. 10). Both edges of the bandage 
should be flat on the skin. When the part is larger at one end 
than the other, use the circular method as long as both edges 
touch the skin and turns over-lap, but when spaces are left 
between laps, another method, called the spiral reverse, must be 
resorted to. 

To make the spiral reverse, place the thumb on the lower 
edge of the bandage, hold it slack for about three inches and turn 
the bandage one-half over toward you and continue on around 





Fig. ii 



Fig. 12 



the wounded part in the same direction, reverse again at the 
proper place. The reverses should be in center of the limb or at 
its outer side and all reverses should be in one line up the limb. 
(Fig. n). 

The figure-eight method is a useful method in bandaging 
around joints or in going around a right-angled course such as 
the heel or the elbow. (Fig. 12). It consist of a series of loops, 
each overlapping the other by two-thirds of the width of the 
bandage at the middle part of the eight where the bandage 
crosses, one loop going over and the other below the joint. 
This bandage does not cover the tip of the joint. To cover the 
tip of the joint, place the first turn of the bandage over the tip 
the joint, then place one turn above and one below and you 
come immediately into a figure eight. 



FIRST AID TO THE INJURED 313 

The Use of Compresses. Under the treatment of wounds, 
compresses were mentioned. A compress is simply something 
which is used to press and cover an open wound. It should be 
large enough to cover the wound completely and lap over it at 
least one or two inches, according to the size of the wound. 
They are made preferably of antiseptic gauze or sterilized cheese- 
cloth. 

These compresses must be as nearly as possible surgically 
clean and absolutely free from bacteria. If material is not 
clean, it should be disinfected by boiling. Then great care should 
be taken not to contaminate again by handling before applying 
to wound. Clean gauze can be had at any drug store. The 
Red Cross First Aid Package contains a sterile compress and by 
following directions, can be applied so that the wound does not 
become infected. Too much emphasis cannot be laid on the 
use of the sterile compress and prevention of infection of wounds. 

Splints. Splints are used primarily to stop movement of a 
broken bone while it is knitting, and must therefore be of stiff, 
rigid material. Such material as light wood, shingles, card- 
board, broom handles, umbrellas, canes, rolls of cloth or pillows 
with board outside, may be used in emergencies. Splints should 
be long enough to stop movement in the nearest joint above or 
joint below and should be as wide as the limb if possible., They 
should always be padded on the side toward the limb; cotton, 
waste flannel or pieces of cloth may be used for this purpose. 
Splints must be bandaged tight enough to prevent slipping or 
movement but not so tight as to stop circulation. Great care 
and special attention should be given to this point. 

Injuries in Which the Skin Is Not Broken 

Fractures. When a bone is broken you call it a fracture. It is 
a very common injury. A simple fracture is one in which the 
skin is not broken or pierced. A compound fracture is one in 
which the skin is pierced. Poor handling of a^simple fracture may 
result in a compound fracture. 

In most cases of simple fracture first make the patient as 
comfortable as possible and then call a doctor. If the injury is 
such that you think a bone is broken, treat as a fracture without 



3H HANDBOOK FOR PIONEERS 

further examination. If the doctor is expected soon, nothing else 
need be done unless there is shock; if so, treat for that (see 
page 304). ^ 

In applying splints any kind of bandage may be used : handker- 
chiefs, pieces of clothing, and the like. A sling may even have to be 
constructed. For this a large handkerchief or towel can be used. 

A compound fracture is much more serious. The skin may be 
broken and there may be infection and months of sickness may 
result. Sometimes the wound leads to the bone or the bone may 
even protrude through the flesh and result in infection of the 
bone. This is very serious; send for a doctor at once. Allow 
nothing to touch the wound. If necessary, cut away clothing 
and expose the wound. Apply a sterile compress if you have one. 
Do not attempt to restore the bone if it protrudes through the 
skin. Always treat the wound first, then the fracture. If patient 
must be moved, apply best splints available with greatest care 
so there will be no motion in the broken part. Use greatest pos- 
sible care in moving, avoiding jars or sharp bumps. 

Dislocation. Dislocations are injuries of the joints and are due 
to the head of the joint slipping out of the joint-socket. When 
this takes place, the ligaments which normally keep the bone in 
place are often torn loose. The most common dislocation is that 
of the shoulder joint. The dislocation of the jaw and ringers, 
however, is not uncommon. The noticeable deformity, the unusual 
appearance as compared with the uninjured side, and the limi- 
ted motion help in making sure that the difficulty is a dislocation. 

Send for a doctor at once and, except in dislocation of the jaw 
or fingers, wait until he arrives. When no attempt is made to 
replace the dislocation, make the patient as comfortable as pos- 
sible and treat with cloths wrung out in very hot water. 

Dislocation of the jaw. To reduce this dislocation wrap both 
thumbs with bandage so they will be protected from injury. 
Place both thumbs on lower teeth, each side of lower jaw. Press 
first down and then back. As soon as the jaw starts into place, 
slide thumbs off the teeth and withdraw them for as the jaw 
springs into place it is apt to injure them. 

Dislocated fingers can be reduced without great difficulty. 
Firmly grasp dislocated finger on hand side, pull the end of the 
finger straightaway from the hand and it will usually slip into place. 



FIRST AID TO THE INJURED 



315 



Bruises. Very often a severe bruise results in the flesh turning 
black and blue. For a severe bruise apply hot or cold water to 
keep down the swelling. 

Sprains. A sprain is an injury to the ligaments and tendons 
around a joint. Swelling and pain always follow a sprain. Cold 
cloths will often keep down the swelling. Later treatment is to 
alternate with hot and cold cloths over the joint. Use liniments 
and massage. Repeat treatments a number of times a day. Using 
the joint, if unnecessary, is foolish. Rest is needed and sometimes 
even a splint is advisable. Support with figure eight bandage. 

Carrying the Injured 

First aid should always be given before a patient is moved; 
if injury is severe, do not move unless absolutely necessary until 
doctor arrives. 

During transportation, clothing should be loosened. Patient 
should be kept warm and made comfortable as possible. 

The method of transportation will vary according to the 
injury. It is always safer to carry patient lying down and a 




Fig. 13 



3i6 



HANDBOOK FOR PIONEERS 



stretcher can be improvised as 
shown in Fig. 13. Other methods 
of transportation are given in the 
illustrations and explain them- 
selves. These carries can be used 
in relay races and every boy 
should know them. 




Fig. 14 





Fig. 16 



FIRST AID TO THE INJURED 317 




Artificial Respiration 

There are two methods of artificial respiration, the Sylvester 
and Schafer methods. Of the two, Schafer's, the better one, will 
be described. 

Place the patient face down with a folded coat or pillow under 
the chest, the head turned to one side and mouth opened. Be sure 
that tongue is not obstructing passage to the throat. Place the 
outspread hands on the small of patient's back, so that the 
thumbs nearly meet on either side of the backbone and the little 
fingers lie along the lower ribs. Lean forward, keeping the arms 
straight, slowly produce firm downward pressure in order to 
decrease siae of chest cavity and press all the air possible out of 
the lungs. Then release pressure quickly, applying a little sud- 
den pressure just at the end. Then allow the lungs to fill with 
air again because of their natural elasticity. As pressure is 
applied and released to obtain the right rhythm of breathing 
repeat some phrase as "one thousand and one, one thousand and 
two," exerting pressure slowly on the first part of the phrase, 
releasing rapidly as described on the second part. Repeat until 
patient is breathing properly. 



318 HANDBOOK FOR PIONEERS 

Artificial respiration should always be consistently used while 
waiting for a doctor when trying to resuscitate a drowning per- 
son, or one suffering from electric shock or gas asphyxiation 
(see page 153). 



Burns, Frostbite, and Freezing 

Burns when extensive are very serious and may demand treat- 
ment for shock and the administration of stimulants. A doctor 
should be called in such a case. Three degrees of burns are 
usually described, depending on the depth to which the heat 
penetrates: In the first degree, the skin is reddened and smarts; 
in the second degree, the skin is reddened, there is noticeable 
swelling and often there are blisters; in the third degree, the skin 
is usually scorched or blackened. There is swelling and great 
pain. The burn has penetrated below the skin. 

Treatment for burns of the first degree: Bathe with baking 
soda in water or with olive oil, lard, carbolized vaseline, boric 
acid, ointment, or wet compresses. 

Treatment for burns of the second degree: Pierce the blisters 
at the edge with a sterile needle and apply remedies as above. 
Cover all surfaces with sterile compress. Infection can take 
place here as in any other wound. 

Treatment for burns of the third degree : Call a doctor at once. 
Treat for shock. Cover burns with clean cloths wet in baking 
soda solution. 

Burns from acids should be washed with solution of baking 
powder immediately. 

Burns from lye or alkalis should be treated quickly with vine- 
gar and water, then dressed as above. 

Frostbite and Freezing. The effect of long exposure to cold is 
to make the fingers, toes, nose, or ears numb, white, and hard. 
On coming into a warm place they become red and swollen, and 
itch. Rub frozen parts with snow or cold water. As soon as cir- 
culation is established and sensation returns the parts will be 
painful and probably swell. This disappears, however, and 
usually there is little or no more trouble. 

When a person is nearly frozen, the whole body is affected and 
unconsciousness may result. When treating such a person, the 



FIRST AID TO THE INJURED 319 

patient should be kept in a cool place for hours and the frozen 
parts rubbed with snow or wrapped in cold wet cloths. A stimu- 
lant should be given, plenty of coffee or tea. The temperature of 
the room should be raised gradually. Final removal to a warm 
room should be made with greatest care. 

Poisoning 

In any case of poisoning there are three things to be done: 
First: Send for a doctor. Second: Empty the stomach of the 
poison. Third: Give an antidote. An antidote is something 
that neutralizes the poison. • 

An emetic may be given to empty the stomach, such as a tea- 
spoonful of mustard in a glass of warm water, or a solution of salt 
in warm water, or even soapsuds. Mechanical emetics may also 
be used to accomplish the same end, such as tickling the back of 
the throat with the finger or with a feather. If poison still 
remains, have patient drink more water and go through the same 
procedure again. After vomiting freely, the patient should drink 
a large amount of milk, and eat raw eggs or a quantity of gruel 
made of milk and flour. 

Besides the remedies already suggested, the general condition 
of the patient must be watched. Shock fo'llows poisoning very 
often and should be treated at once. Stimulants, heat, and even 
artificial respiration should be given if breathing is feeble or has 
stopped. 

Common Emergencies 

Nosebleed. Usually nosebleed will stop of itself. If it does 
not, then place roll of paper lightly under the upper lip, press lip 
between nostrils, or apply something cold to the back of the neck. 
Avoid blowing or picking the nose because this dislodges the 
blood clot and bleeding will commence again. 

Toothache. This is usually due to a cavity in the tooth. Clean 
the cavity out with cotton twisted on the end of a tooth pick. 
Then soak small piece of cotton in oil of cloves or camphor, 
squeeze dry and place in cavity. This will usually give relief. 
Have dentist see it at once and have the teeth examined for other 
difficulties. 



3 20 HANDBOOK FOR PIONEERS 

Earache. A number of remedies are used in earache: hot 
cloths, hot water bottle, and a bag of hot sale are helpful. A few- 
drops of hot sweet oil and a plug of cotton often give relief. 
Severe earache always demands the services of a doctor as 
disease of the middle ear may result in breaking of the ear-drum 
which may be prevented if treated in time. 

Something in the Eye. Do not rub the eye. Keep it shut, allow- 
ing tears to come freely and then lift the upper lid away from the 
eye-ball, pulling it down over the lower lid. This will ofttimes 
dislodge the offending particle. Blowing the nose hard several 
times is helpful. You may need the help of another party to look 
carefully into the eye and to remove the particle with the twisted 
corner of a clean handkerchief or cotton swab. It is easy to see 
the under side of the lower lid, but rather hard to see the under 
side of the upper lid. To turn the upper lid up, place a slender 
pencil at the natural wrinkle and press gently in and down 
while with the other hand you grasp the eye-lashes and pull 
them outward and upward, thus exposing the under side of 
the upper lid. The particle can then usually be seen and re- 
moved. When the particle is embedded in the eye-ball and 
cannot be removed, see a doctor at once. 

Cramps, Stomachache. As everyone knows, cramps are severe 
pains in the abdomen, probably due to indigestible or unwhole- 
some food. A hot water bottle placed on the abdomen, accom- 
panied by rubbing, often gives relief. A teaspoonful of soda in 
glass of hot water or spirits of peppermint or ginger are often 
helpful. Indigestible matter may be gotten rid of by vomiting or 
by the aid of a cathartic, such as Epsom salts or Seidlitz powder. 
If pain continues, call a doctor because such trouble might easily 
develop into appendicitis. 

Diarrhea. Diarrhea is caused by bad food mixture or medi- 
cine. It may be just a few extra movements with no general ill 
feeling. However, diarrhea from spoiled food may result in 
serious illness. A quick purge should be taken, such as a dose of 
Epsom salts, repeated in three hours if necessary. This will tend 
to increase the diarrhea at first, but will gradually improve condi- 
tions. If there is no relief, better see a doctor at once. 

Poison Ivy and Poison Oak. Certain types of wild ivy, some- 
times called oak, produce a bad poison. The poison is a heavy oil 



FIRST AID TO THE INJURED 321 

and spreads easily especially when brought into contact with a 
person who is perspiring. The oil causes an irritating itch, often 
a red rash which, unless promptly treated, rapidly develops into 
blisters accompanied by swelling. First wash with strong soap- 
suds and dry. Then wash well with alcohol if it is available. 
Follow this with generous application of the following: 

Carbolic Acid — yi dram 

Zinc Oxide — }4 ounce 

Lime Water — 4 ounces 

Permanganate of potash in mild solution is also helpful, or a 
ten per cent solution of guendelia. 

Sunburn. No matter how much is said about prevention of 
sunburn, remedies for the same will always be needed. Any 
soothing ointment is good. If there are blisters and the shoulders 
are painful after the ointment has been applied, cover with 
sterile gauze. 



CHAPTER XIX 

SAFETY FIRST i 

R. T. Wyse 

Fifty per cent of the deaths by accident are entirely unneces- 
sary — a sad commentary on the law that "Self-preservation is the 
first law of life." Life should not be risked except for a great 
cause, but many of us do it continually and thoughtlessly with no 
other purpose than unnecessarily saving a little time. Alertness 
as to personal safety has been dulled by the protections of civili- 
zation by which man feels himself surrounded. This and the 
selfishness which makes us heedless of our responsibility for our 
brother's life, are the causes of most of the dangers which sur- 
round us. 

If we were to plan thoughtfully to live more wisely in this 
regard, and to take no chances for ourselves or others we would 
find immediately that we have much to learn. Our education 
has been much at fault. Most of us have not been taught those" 
things about our personal well-being and safety that are vital. 
Herbert Spencer in his book on "Education" writes most scath- 
ingly. "Do but consider for a moment . . . that there are 
twenty ways of going wrong to one way of going right; and you 
will get some idea of the enormous mischief that is almost every- 
where inflicted by the thoughtless, haphazard system in common 
use." He then refers to the savages who in a cold climate reject 
warm blankets for a string of beads, and says our mental prefer- 
ences in education are just as barbaric and unreasonable, as 
most of us prefer to shine and make ourselves conspicuous by 

1 Reprinted by permission from The Canadian Standard Efficiency Training 
"Manual for Tuxis Boys," copyrighted, Canada, 1918, by the Committee on 
Canadian Standard Efnicency Training. 



SAFETY FIRST 323 

exhibiting a knowledge of impressive but unpractical learning 
while utterly neglecting training in the things that are vitally 
necessary. 

Accidents go on increasing — almost as destructive during each 
year of peace as if a great war were going on. Though sanitary 
laws and protective devices increase, inventions involving danger 
also increase. In the United States alone over 2,000,000 acci- 
dents occur yearly. 

Falls 

The highest toll is from falls. As half of all these are un- 
necessary, the majority must be from the foolishness of taking 
chances or the selfishness of not considering the safety of others. 
Men working in high places without proper protection against 
falling or without nets provided in case of a fall; the improper 
placing of ladders (ladders constituting one-third of accidents 
from falls) ; the falling on sharp instruments (pitchforks, sharp 
tools, boards with nails up, rakes, etc.); trap doors left open; 
holes or excavations of any kind left uncovered or unlighted; 
rope or wire left in dangerous places; cellar or attic stairs not 
properly lighted, etc., cause most of these accidents. Many falls 
are occasioned by the slovenly and selfish habit of leaving some- 
one else to clear away the confusion and littered condition you 
have yourself created. Myriads of small things, as the banana 
or orange peel on the sidewalk, a loose heel on the shoe, and icy 
steps with no ashes thrown on them, account for many falls. 

Accidents on Railways 

The next largest number occur on railways. 

While the railroad management is held responsible, some 
individual employe is generally to blame. But outside of those 
injured while legitimately traveling on the railway or those in- 
jured in the employ of the railway, fourteen people are killed 
every day by trespassing. Keep off the track. 

Do not use the railway track as a route of travel, even for a 
short distance, and do not use railway bridges no matter how 
long a detour you may have to make. Keep out of railroad 
yards. Do not board or leave a moving train nor crawl under 
lowered gates. 



324 HANDBOOK FOR PIONEERS 

Drowning 

The next largest number of deaths from accidents yearly is 
from drowning. Naturally the answer is, learn to swim. Learn- 
ing to swim should be compulsory and the ability to swim as 
universal as walking, for man is often helpless on and in the 
water if he does not know how to swim. 

If you want to own a canoe, make up your mind to learn to 
swim first and to paddle afterwards. People usually reverse the 
order. No one should take out in a canoe anyone who cannot 
swim. Canoes may be upset by such trifles as a violent fit of 
laughter. Don't take chances with the weather, especially on 
the large lakes. Consult some old sailor or experienced shore- 
hand if the water looks at all rough or the wind is high. It is the 
greenhorn who takes risks, especially with horses and boats, 
which are uncertain elements. An old sailor can always give 
you good advice. I saw two young men drowned within half an 
hour after laughing at the warning of an old sailor. I had in- 
tended to go out but saw that the wind was blowing strong off- 
shore and heard the old man advising those fellows, both of 
whom could swim and paddle. It became still rougher and the 
wind was so strong off-shore that they could not get back. In 
canoes or rowboats, people should absolutely never change seats. 

On the lakes in rough weather, a motor boat that is too large 
to be handled with oars must be managed carefully, for if the 
engines go wrong in such a craft, you are more helpless than you 
are in a rowboat which by skill and strength you can, in ordinary 
seas, keep at right angles with the waves. Even if you ship some 
water in a rowboat, you are comparatively safe if you take the 
waves as nearly at right angles as possible, riding straight over 
them, not between them. If you once lie in the trough of the 
sea, you are in great danger, and that is what happens to the 
motor boat if it becomes helpless. 

In swimming do not go out far unless you are in hailing dis- 
tance of boats or other swimmers, for in our cold waters cramps 
are possible even to the best swimmers, who should always be 
escorted on long swims even when keeping comparatively near 
shore though, of course, in deep water. No one should be so 
foolhardy as to go in swimming from a shore with no one in 
sight. Unless you are a good swimmer, do not go into any water 



SAFETY FIRST 325 

until you know the character of the bottom. Avoid any place 
where there is an undertow. Learn to swim on your back and to 
float, as without this knowledge you are of very little use to 
yourself and others in any real emergency. 

Fire 

The next largest number of accidents is from fire — more than 
fifty per cent unnecessary. Even when it is caused by wiring it 
is often from careless work. 

All closets, cupboards, attics, and the like, should be kept clean 
and free from litter. 

Keep matches in a covered metal box. Be most careful how 
you dispose of a lighted match. Avoid taking ashes from stove 
or furnace until they are cold. Do not take a lighted match into 
a room in which you smell gas. When at any hotel, notice the 
location of fire escapes and stairs and which passages lead to 
them. Smoking should never be allowed in a stable or in a 
garage where gasoline is kept in large quantities. 

If the house in which you are, or any person or thing in it, 
catches fire, close doors and windows promptly to exclude draft 
and smother the fire with rugs or bedding or garments, prefer- 
ably of wool. 

The practice of closing as many doors as possible at night, par- 
ticularly the kitchen door, is a good precaution. Never leave 
any halls or passageways obstructed after dark. 

Campfires must be entirely extinguished before leaving camp. 
Carelessness in this matter is a criminal offense, as some of our 
most disastrous forest fires are started in this way. 

If your clothing catches fire, never run for assistance. If there 
is nothing at hand with which to wrap yourself to smother it, lie 
down and roll over slowly, beating and fighting the flames with 
your hands and arms. Do exactly the same to anyone else. 

Do not jump from windows of burning buildings, unless it is 
the only means of escape. Within six inches of the floor there 
will be no smoke to speak of, so crawl along with your face as 
near the floor as possible. If you can wring }'our handkerchief 
in water and tie it over your mouth and nose you will find it an 
effective mask. 



326 HANDBOOK FOR PIONEERS 

If you see a burning building, alarm the inmates and then 
ring the fire alarm. Outside a burning house borrow bedding, 
mattresses, and pillows from the neighborhood and place under 
windows at which people are seen. In case of fire, always think 
of others beside yourself in making your escape and do your 
share of warning or assisting. 

Be careful not to spill gasoline in using it and never use it 
near fires or lamps, or in a closed room. 

Gasoline also should never be stored except in approved re- 
ceptacles. Burn up any oily rags as soon as you have used them, 
as spontaneous combustion is liable to take place. 

Keep others from panic and do not lose your head. 

Poisons 

Poisons should never be kept with harmless things. Always 
put them in a special place, preferably under lock and key. 
Bottles should have some distinctive color or shape, that may 
be recognized by touch in the dark. 

For poisons, take an emetic immediately, salt or mustard 
water being the most common available. An acid is an exception 
to this rule. Swallow in this case white of egg, flour and water, 
or milk in quantities to neutralize the acid. For an alkali, take 
lemon juice or vinegar. 

There are myriad forms of menace to life everywhere which, if 
enumerated, would fill a volume. These are merely a few sugges- 
tions. Safety instructions and protection in industrial work 
form a separate subject by itself. What people are now organiz- 
ing to accomplish is a universal training by which we may be 
quick, alert to see danger signals, and thus avoid danger. We 
must educate ourselves to be a protection to others as well as 
to ourselves. As a result of the present crusade accidents are 
beginning to show a decrease. The necessary persistent labor 
entailed has been against apathy — lack of appreciation and even 
ridicule. 

We want first of all to rid ourselves of one of the besetting sins 
of our age — the habit of undue haste. This is a fertile cause of 



SAFETY FIRST 327 

many of the foolish things people do. In order to promote safety, 
we need to cultivate : 

1. Observation. 

2. Mental alertness — to form conclusions and act quickly. 

3. Unselfishness — which constitutes us our brother's keeper. 

4. The necessary knowledge of what to do in an emergency. 





CHAPTER XX 

« 

PATRIOTISM AND CITIZENSHIP 

The words "patriotism," "patriotic," and "patriot" have their 
origin back in the days of the Romans and the Greeks, and per- 
haps still farther back in the dim past. The "root" of the word 
is "pa," which means "to feed," as may be recognized in the 
word "pasture" and also the word "pastor," an expression growing 
out of Jesus' calling himself a shepherd and so many times re- 
ferring to the people, in parable and by illustration, as sheep. 

By a slight change in the meaning of the root, it came to sig- 
nify "to provide for," "to protect," "to care for," and so has given 
us the familiar word "papa," just as the Greek word and the 
Latin word mean "father." Upon this root they built another 
word meaning "fatherland," and this is the idea in patriotism, 
which means "love of fatherland." Patriotism, therefore, may be 
defined as devotion to the best interests of one's country. Wher- 
ever you see a man or a boy so devoted, mark him well, for he is 
a true patriot. Just as it is expected that in return for a father's 
care and devotion a boy should love his parent, so should one 
love his country for the protection and advantages it affords, 
and for the opportunities it gives one to serve. 

With the passing years Americans have had more reason to 
become attached to their country; first, because America has 
grown so much larger than the original thirteen colonies that 
there has been really more of it to love and care for; and, second, 
every time it has been attacked in any way it has cost more — not 
only in money but in human lives — to guard and protect those 
principles of freedom, equality, and brotherhood upon which it 
was founded, which make it that "sweet land of libertv" of which 



PATRIOTISM AND CITIZENSHIP 329 

we delight to sing, and for which so many have been willing to 
die. In gratitude to all those who have given their lives, on the 
battlefield and in the fight against selfishness, greed, crime, vice, 
graft, poverty, filth, and the like, we should love the "land of the 
free and the home of the brave" we call "America" and do all we 
can to help protect it. 

Year by year, and century by century, the picture gallery in 
the American patriots' "Hall of Fame" grows ever larger. This 
is as it should be, but no matter how long this gallery may 
become there will be found in it certain portraits of men whose 
patriotism and citizenship stand out more clearly and more 
strongly to true citizens and lovers of their country than the 
portraits of the others. This greater prominence is due them 
because of the exceptionally great services which they were 
privileged to render to their country at some great time of crisis. 

If we divide our history into the three commonly accepted 
periods, namely, the Colonial Period, the Period of Division and 
Reunion, and the Modern Period, no boy will be in doubt as to 
what portraits are referred to. Since the portrait of Theodore 
Roosevelt will be found in another section of this handbook, we 
shall content ourselves here with a brief statement of the lives of 
the other two. 

George Washington 

The central figure of the Colonial Period, and "with the excep- 
tion of Lincoln, the greatest of all Americans," was George 
Washington. The story of this great hero and patriot is still as 
fresh and inspiring as though he had lived but yesterday, and 
will remain so as long as the history of the United States shall 
be read or told. It would be a shame if any boy did not know 
something of his manly character and qualities, and of the great 
service which he rendered to his country — that service which 
justly entitles him to be called the "Father of his Country." 

Born February 22, 1732, on a Virginia plantation, he grew to 
be a tall, strong boy, fond of all outdoor sports and games. In 
the country school where he learned to read, write, and cipher, 
he took the lead in all trials of strength and in all deeds of daring. 
He could run faster, jump farther, and throw a stone higher 
than any of his playmates. 



330 HANDBOOK FOR PIONEERS 

His father having died when he was eleven years of age, he 
soon went to live with his eldest brother at Mount Vernon, where 
he took up the study of surveying, and spent three years survey- 
ing the vast estate of Lord Fairfax, stretching away across the 
mountains of northern Virginia. As a result of his care and 
accuracy in this task, the governor of Virginia made him public 
surveyor. 

Every schoolboy has learned of the part he played in the 
French and Indian Wars, and how the military experience thus 
gained made him the best fitted to undertake the command of 
the Continental Army when the War of the American Revolution 
broke out. His victories over the British at Trenton and Prince- 
ton, that awful winter at Valley Forge, and his capture of Lord 
Cornwallis at Yorktown with the aid of the French under 
Lafayette, are well known to every one. 

Then came his election to the Presidency for the first, and then 
a second time, with a refusal to be considered for a third term. 
His "Farewell Address" is studied in countless schools throughout 
the land. It is full of wise and wholesome advice. "Beware of 
attacks upon the Constitution. Beware of those who think more 
of their party than of their country. Promote education. Ob- 
serve justice. Treat with good faith all nations. Adhere to the 
right. Be united. Love your country," are some of the things he 
said. 

Having made America free, and having stood at the helm until 
this new government, this new "ship of state," was well started 
on its course, he retired to his home at Mount Vernon for the 
remaining two years of his life. At his death, which occurred 
December 14, 1799, many people in England and France joined 
America in mourning for him; for all men honored his memory. 
"First in war, first in peace, first in the hearts of his countrymen," 
was the tribute paid him. Today his name stands among those 
of the greatest men in the history of the world. 

Abraham Lincoln 

As no one could understand the history of the Colonial Period 
without knowing of George Washington and what he did to earn 
the title of the "Father of his Country." so no one can understand 
the Period of Division and Reunion without knowing about the 



PATRIOTISM AND CITIZENSHIP 331 

man who is justly called the "Savior of his Country," Abraham 
Lincoln. 

Lincoln was born near Hodgensville, Kentucky, February 12, 
1809. He came of what might naturally be considered the most 
unpromising stock, the "poor whites" or mountain people of the 
South. His father moved from place to place in the then frontier 
country — Kentucky, Indiana, and Illinois. 

Young Lincoln had to work very hard at the roughest kind of 
work, but aided by his stepmother and an occasional "traveling 
schoolteacher" he learned to read, write, and cipher. Altogether, 
his "schooling" did not amount to a twelve-month, but he be- 
came filled with a high and noble purpose, and determined to 
learn. When the rest of the family had gone to bed, he would 
sit up and read his favorite books by the light of the great blazing 
logs in the fireplace. His treasures were the Bible, "Robinson 
Crusoe," "Pilgrim's Progress," "yEsop's Fables," and a Life of 
Washington. He had worked hard for three days for a crusty 
old farmer to pay for the last-named book, which he had bor- 
rowed and which had been damaged by rain blown in upon it 
between the logs of his "bedroom." 

At sixteen years of age he walked fifteen miles to attend a 
session of the court. Tall and very slim, barefoot, dressed in a 
jean coat and buckskin trousers, he must have presented a 
strange sight; the more so when he arose to compliment the old 
and practiced lawyer who had just completed his speech for the 
defense. He was now determined to become a lawyer. He 
walked twelve miles to borrow a copy of the laws of Indiana. 

He clerked in a store for one year; acted as surveyor; piloted 
boats on the Mississippi to New Orleans; served as captain in 
the Black Hawk War; ran for the Illinois legislature (1832), was 
defeated, but later served three successive terms; studied law 
while in the legislature, and later moved to Springfield to practice 
it. In 1846, at thirty-nine years of age, he was sent to Congress 
from Illinois, returning then to Springfield to continue his law 
practice. 

Then came, in 1858, his public debates with "The Little Giant," 
Stephen A. Douglas, which made Lincoln famous not only in 
his own state but throughout the East, because of his masterful 
debate and searching knowledge of conditions and principles. 



332 HANDBOOK FOR PIONEERS 

Two years later (i860) he was nominated for the Presidency, 
elected in November of that year, and inaugurated March 4, 
1 861. The cotton-growing states of the South, believing that 
Lincoln's well-known attitude on the slavery question meant de- 
priving them of their rights with reference to slave holding, de- 
cided to leave the Union. Then came the war, in the course of 
which he freed the slaves by the Emancipation Proclamation, 
issued September 22, 1862, and effective January first following. 

A second time Lincoln was elected to the Presidency, and 
inaugurated March 4, 1865. At the close of his address on this 
occasion he spoke these beautiful words: 

"With malice toward none, with charity for all, with firmness 
in the right as God gives us to see the right, let us strive on to 
finish the work we are in; to bind up the nation's wounds; to 
care for him who shall have borne the battle, and for his widow 
and for his orphan; to do all which may achieve and cherish a 
just and lasting peace among ourselves, and with all nations." 

The war ended April 9, 1865. Five days later, on the evening 
of Good Friday, the President was shot in Ford's Theater, Wash- 
ington, by an assassin who mistakenly thought he was rendering 
the South a service. On the following morning he died, aged 
fifty-six years. He was mourned by the North and South alike. 
Secretary of War Stanton had been present at the bedside, and 
after the great spirit had departed, he said, "Now he belongs to 
the ages." 

In the history of the world there is no life-story more full of 
lessons of perseverance, of patience, of honor, of true nobility of 
purpose than that of Abraham Lincoln. Among the great men 
of all time there has been no one more truly great than he. 

Democracy 

At the outbreak of the great World War in 1914, the minds of 
men throughout the world were divided for a time over the ques- 
tion of the real responsibility for it and the deeper causes under- 
lying it. As the War progressed, however, there emerged gradu- 
ally, but none the less surely, the main issues at stake until at 
last it came clearly to be seen that the deep, underlying issue of 
the conflict, in the words of President W'ilson, was to "make the 
world safe for democracy." As much as this word democracy has 



PATRIOTISM AND CITIZENSHIP 333 

been thought of and talked about in the past, there is no doubt 
that we shall hear much more of it in the future, for with the 
mighty conflict over, the whole world has become increasingly 
interested in the principles of true democracy. Just what are 
these principles? They can be explained in many ways, but can 
be summed up conveniently in the three-word motto adopted by 
France in her revolutionary period at the beginning of the nine- 
teenth century: "Liberty, Equality, Fraternity." 

Liberty means, in the United States, not the right of license, to 
do absolutely as one pleases, utterly regardless of the rights and 
comforts of others, but freedom to think and act according to 
the guidance of one's conscience and one's reason in accord with 
the laws of the land. 

Equality means, in the words of the Declaration of Independ- 
ence, that "all men are created equal" — not in the sense that all 
men, women, and children come into the world with equal intel- 
lectual, emotional, or social endowments or gifts, but equal in 
the sense that they have the same rights in the eyes of the law, 
and before that law have the same privileges and opportunities 
of "life, liberty, and the pursuit of happiness." 

Fraternity means, a spirit of "brotherly love," a friendly and 
mutual cooperation in the common tasks of safeguarding and in- 
creasing the intellectual, economic, moral, social, and spiritual 
interests of our democracy and of mankind. 

In carrying out these principles we shall be guided by that 
same chart and compass which has brought us thus far on our 
destiny, the Constitution of the United States of America — the 
guarantee of that "more perfect union" which shall "establish 
justice, insure domestic tranquility, provide for the common 
defense, promote the general welfare, and secure the blessings of 
liberty to ourselves and our posterity." 

State Governments 

The forty-eight states of the American Union are self-governing 
parts of the United States. They do not exist primarily or inci- 
dentally to help the national government, over which they have 
no power. In a very real sense they are uncontrolled by the 
national government, being free to make their own state con- 
stitutions and frame their governments as they desire, provided 



334 HANDBOOK FOR PIONEERS 

it is republican in form and does not conflict with the United 
States Constitution. 

As a result we find great differences in detail between state 
laws, particularly if the states are widely separated, geographi- 
cally or in date of admission, but with all this freedom and these 
differences, it is remarkable how much alike states are in the 
fundamental principles underlying their form of government. 

All states have both central and local governments. Like the 
federal government, the central governments consist of three de- 
partments — the executive, legislative, and judicial. The execu- 
tive department is made up of the governor and other adminis- 
trative officials. The legislatures meet every two years, and are 
made up of two houses — a senate and a house of representatives. 
In some states the latter is called the assembly. There is always 
at least one state court besides the minor ones. 

The local governments refer to those in counties, cities, towns, 
and villages. This is "home rule," whereby the people govern 
themselves at home through the men they choose to transact 
their public business or affairs of state for them. Not only so, 
but it is by the ballots of the citizens of these same counties, 
cities, towns, and villages that men are chosen to represent 
them in governing the state and the nation. Here, then, is the 
fountain-head of our democracy, the source of all we mean by 
our "government." When these men are chosen wisely and for 
their fitness, not only the locality benefits but also the state and 
the nation; when other considerations determine the selection of 
representatives the whole nation suffers. More and more it is 
the duty of all citizens to see that only the best men are elected 
to office. So it is the duty of all coming citizens to learn the true 
purpose of government and the means to bring it about, so that 
when they reach their majority they will have an intelligent 
understanding of what is expected of them as citizens of the 
United States and fellow-citizens of the world. 

Citizenship 

In the language of the Fourteenth Amendment to the Con- 
stitution, "all persons born or naturalized in the United States, 
and subject to the jurisdiction thereof, are citizens of the United 
States and of the state wherein they reside." Three things are 



PATRIOTISM AND CITIZENSHIP 335 

here emphasized. First, the mere fact that one is born in the 
United States makes him or her a citizen. It does not matter, 
then, whether the parents were born in another country or not. 
Second, people from other countries may become citizens, if 
they so desire, provided they have filed their "declaration of in- 
tention" with the proper court official when at least eighteen 
years of age, and have proved five years' residence in the United 
States. By a recent act of Congress, three years' service in the 
army or navy of the United States may be substituted for the 
five years' residence. Third, whoever possesses citizenship at 
all, is a citizen of the United States and of the state in which 
he lives. He cannot be a citizen of the United States alone, or 
only of a state, he must be a citizen of both or neither; the two- 
fold character of his citizenship cannot be separated. Thus 
citizenship in the United States illustrates the double character 
of the government, central or federal, and state or local. 

All the above leads very naturally to the questions: What is a 
citizen? Of what does citizenship consist? A citizen is a member 
of one of the states and of the nation. As such he has certain 
rights, privileges, and duties, and the sum total of these consti- 
tutes his citizenship. Among the rights and privileges are: pro- 
tection of life and property, whether at home or abroad; suf- 
frage; freedom of speech and press on all political, social, eco- 
nomic, moral, and religious questions, except for such special 
restrictions as may be made in time of war; peaceable assembly; 
and trial by a jury composed of fellow-citizens. In short, citi- 
zenship implies the right to think and act at one's pleasure, 
provided in so doing one does not violate the provisions of the 
national Constitution and that of the state in which he resides; 
and provided, further, that he does not interfere with any other 
citizen or citizens in the exercise of their rights. 

Citizenship also carries with it certain important duties, the 
chief of which are: to protect, uphold, and defend the Constitu- 
tion of the United States, the laws of Congress, the state, and the 
local community — even at the cost of life or limb; to obey these 
laws, together with the ideals and standards of the nation; to 
exercise the right of suffrage in the most intelligent manner; to 
serve on juries; to inform oneself on all civic and political mat- 
ters submitted to his judgment and decision; in fact, to take an 



336 HANDBOOK FOR PIONEERS 

active interest in all movements looking to the peace, prosperity, 
and happiness of mankind — which is the true aim of all govern- 
ment. As a tree is known by its fruits, so is a nation known by 
its standards of citizenship and the degree to which it attains 
them. 

Americanism 

Much talk has been heard of late touching "Americanism." 
Certain books, magazines, newspapers, and speeches refer fre- 
quently to the subject. There have been also many public men 
whose lives and teachings have been devoted to this noble pur- 
pose. Among these there has been no more fitting example than 
the life, writings, and speeches of Theodore Roosevelt. His 
whole career was marked by those qualities and principles we 
mean by the term "Americanism." Every boy in the land should 
read such a book as Hermann Hagedorn's "The Boy's Life of 
Theodore Roosevelt" for a better understanding of what practical 
patriotism means. 

Briefly stated, Americanism may be defined as an attitude of 
mind upholding certain principles, among which should always 
be listed: that man has God-given rights which no human laws 
may nullify, such as life, liberty, and the pursuit of happiness; 
that government shall be of laws, not men; that laws shall be 
enacted through representatives elected by general suffrage; 
that the welfare of all must always prevail over special privileges 
to the individual ; that the will of the majority shall be the guide 
in all civic, legislative, and judicial procedure; that the enjoy- 
ment of citizenship implies corresponding obligations in the way 
of personal service by each for all, in upholding the law, and in 
the orderly administration of all measures enacted by the people's 
representatives. Americanism stands also for the high general 
intelligence of its citizens, and against all class and race prejudice. 

The term "Americanism" is therefore another way to spell 
opportunity for all those to whom the words, Justice, Liberty, 
Equality, Humanity are so dear. 



PATRIOTISM AND CITIZENSHIP 337 

My Part 

Boys are never so happy as when they can be doing things, the 
bigger the better. To be a good citizen means just that — doing 
things, some big and some bigger, for one's country. As a citi- 
zen and coming voter, you want to play your part in this great, 
cooperative game for the good of others. What can you do? 

The first thing to do is to gain a knowledge both of the govern- 
ment and state in which you live, and of what these both expect 
of you as a good citizen. The place to begin is in your own city, 
town, or community. Learn who the public officials of local, 
state, and national government are, with their respective duties. 
Acquaint yourself with the work of the various departments, 
such as police department, fire department, department of parks, 
public works (including water and light supply and sewage dis- 
posal), department of public health, highway department, de- 
partment of finance, and others; also the method of levying and 
collecting taxes, the care of the poor, the conducting of public 
markets, and the granting of franchises and licenses. 

More particularly you can cooperate in seeing that streets, 
parks, and public places are kept free from loose paper, inflam- 
mable material, rubbish, and litter of all kinds; that public 
buildings, park benches, and the like are kept free from all marks 
and defacement; that birds, trees, and flowers are protected. In 
going about their respective duties the policeman, the fireman, 
the street sweeper, and the janitor are glad to count the boyhood 
of a community their friends, and to have their intelligent sym- 
pathy and coope ration. Their work is all a very necessary part 
of good government, and for the good of society as a whole. 
Anything that you can do, therefore, to help them do their work 
more efficiently, no matter how small it may seem to be, is to 
play the part of the good citizen, and to give you the satisfaction 
which comes to all who serve their country well. It is for such 
service that we; honor our great men — Washington, Lincoln, 
Roosevelt, an'l their kind — who gave freely of their time, their 
money, and tjieir energy not only to make this "land of the free 



338 HANDBOOK FOR PIONEERS 

and the home of the brave" but also the whole world a better and 
a happier place in which to live. Their lives are a perfect embodi- 
ment of the motto adopted by an Association state camp: "Help 
the Other Fellow," a motto worthy of being adopted by everyone, 
because founded on the greatest law of all — the law of love. 

THE AMERICAN'S CREED 

I believe in the United States of America as a government of the 
people, by the people, for the people, whose just powers are derived 
from the consent of the governed; a democracy in a republic; a 
sovereign Nation of many sovereign States; a perfect Union, one 
and inseparable, established upon those principles of freedom, 
equality, justice, and humanity for which American patriots sac- 
rificed their lives and fortunes. 

I therefore believe it is my duty to my country to love it; to sup- 
port its Constitution; to obey its laws; to respect its flag; and to 
defend it against all enemies. 



THE AMERICAN FLAG 

"A star for every state and a state for every star." 

The History of the American Flag 

The flag of one's country is its dearest possession — an emblem 
of home and country and native land. This is what one thinks 
and feels when he sees the flag, and this is what it means. Our 
flag is the emblem of liberty, the emblem of hope, the emblem of 
peace and good will toward men. 

There is a story, quite generally believed, that the first flag 
was planned and made in 1776 by Betsy Ross, who kept an up- 
holstery shop on Arch Street, Philadelphia, and that this, a year 
later, was adopted by Congress. The special committee ap- 
pointed to design a national flag consisted of George Washington, 
Robert Morris, and Colonel George Ross, uncle of the late hus- 
band of Betsy Ross. The star that the committee decided upon 
had six points, but Mrs. Ross advised the five-pointed star, 



PATRIOTISM AND CITIZENSHIP 339 

which has ever since been used in the United States flag. The 
flag thus designed was colored by a local artist, and from this 
colored copy Betsy Ross made the first American flag. 

When Washington was in command at Cambridge, in January, 
1776, the flag used by him consisted of a banner of thirteen red 
and white stripes with the British Union Jack in the upper left- 
hand corner. 

The Betsy Ross house has been purchased by the American 
Flag House and Betsy Ross Memorial Association, and is pointed 
out as one of the interesting historical places in Philadelphia. 

The official history of our flag begins on June 14, 1 777, when 
the American Congress adopted the following resolution pro- 
posed by John Adams: 

Resolved : That the flag of the thirteen United States be 
thirteen stripes, alternate red and white; that the Union be 
thirteen stars, white on a blue field, representing a new constel- 
lation. 

"We take," said Washington, "the star from Heaven, the red 
from our mother country, separating it by white stripes, thus 
showing that we have separated from her, and the white stripes 
shall go down to posterity representing liberty." 

Flag Day 

June 14th, the anniversary of the adoption of the flag, is cel- 
ebrated as Flag Day in many of our states. 

In order to show proper respect for the flag, the following 
rules should be observed: 

It should not be hoisted before sunrise nor allowed to remain 
up after sunset. 

At "retreat," sunset, civilian spectators should stand at atten- 
tion and on the last four strains of the music uncover, holding 
the headdress top outward, in the right hand, opposite the left 
shoulder, right forearm against the breast. 

When the national colors are passing en parade or review, the 
spectators should, if walking, halt, and if sitting, rise and stand 
at attention and uncover. 



340 HANDBOOK FOR PIONEERS 

When the flag is flown at half staff as a sign of mourning, it 
should be hoisted to full staff at the conclusion of the funeral. In 
placing the flag at half mast, it should first be hoisted to the top 
of the staff and then lowered to position, and preliminary to 
lowering from half staff it should first be raised to top. 

On Memorial Day, May 30th, the flag should fly at half mast 
from sunrise until noon, and full staff from noon to sunset.* 

By Act of Congress in 1794, it was determined that the num- 
ber of both stripes and stars should be fifteen, with the expecta- 
tion that a new stripe and a new star should be added whenever 
a new state joined the union. This Act continued in force for 
twenty-three years, at which time Congress permanently re- 
duced the number of stripes to thirteen, with the provision that 
on the admission of every new state into the union, one star 
should be added to the union of the flag. This is still in force, and 
today there are forty-eight stars in the flag. 

Salute to the Flag 

"I pledge allegiance to my flag and to the republic for which it 
stands; one nation indivisible, with liberty and justice for all." 

"America, so proud and free, 
I give my song, my heart to thee. 
Still let thy heav'n-born symbol fly 
In ev'ry clime, 'neath every sky; 
Still rise a yeoman race, to stand 
For God, and home, and native land." 



SONGS OF OUR COUNTRY 

"America" 

The words of "America" were written by Samuel Francis 
Smith, D.D., while he was a student at Andover Academy 
(Massachusetts) in the winter of 1831-32. It was first used at a 
Sunday school celebration in Boston on the Fourth of July. 
Wherever Americans find themselves, in any part of the globe, 



* Taken from the "Sons of the Revolution," state of New York. 



PATRIOTISM AND CITIZENSHIP 341 

its strains find an immediate response in every heart. The tune 
is that of the English "God Save the King." 

My Country, 'tis of thee, 
Sweet land of liberty, 

Of thee I sing; 
Land where my fathers died, 
Land of the pilgrim's pride, 
From every mountain side 

Let freedom ring. 

My native country, thee, 
Land of the noble free, — 

Thy name I love; 
I love thy rocks and rills, 
Thy woods and templed hills; 
My heart with rapture thrills 

Like that above. 

Let music swell the breeze, 
And ring from all the trees 

Sweet Freedom's song; 
Let mortal tongues awake, 
Let all that breathe partake, 
Let rocks their silence break, — 

The sound prolong. 

Our fathers' God! to Thee, 
Author of liberty, 

To Thee we sing; 
Long may our land be bright 
With Freedom's holy light; 
Protect us by Thy might, 

Great God, our King. 

"The Battle Hymn of the Republic" 

The author of this inspiring song was Julia Ward Howe. 
During a visit to Washington in 1862 she was much impressed 
with the military appearance of the city. She awoke one night, 
and immediately the lines suggested themselves to her. She 
arose at once and with almost no hesitation wrote out the entire 
poem. The tune is that of "John Brown's Body." 



342 HANDBOOK FOR PIONEERS 

Mine eyes have seen the glory of the coming of the Lord ; 
He is trampling out the vintage where the grapes of wrath are 

stored ; 
He hath loosed the fateful lightning of His terrible swift sword; 

His truth is marching on. 

CHORUS 

Glory! glory! Hallelujah! Glory! glory! Hallelujah! 
Glory! glory! Hallelujah! His truth is marching on. 

I have seen Him in the watch-fires of a hundred circling camps; 
They have builded Him an altar in the evening dews and damps; 
I can read His righteous sentence by the dim and flaring lamps; 
His day is marching on. 

He has sounded forth the trumpet that shall never call retreat; 
He is sifting out the hearts of men before His judgment seat; 
Oh, be swift, my soul, to answer Him! be jubilant, my feet! 
Our God is marching on. 

I have read a fiery gospel, writ in burnished rows of steel; 
"As ye deal with my contemners, so with you my grace shall deal; 
Let the hero, born of woman, crush the serpent with his heel, 
Since God is marching on." 

In the beauty of the lilies, Christ was born across the sea, 
With a glory in His bosom that transfigures you and me; 
As He died to make men holy, let us die to make men free, 
While God is marching on. 

"The Star Spangled Banner" 

No patriotic song thrills Americans as does "The Star Spangled 
Banner." The knowledge of how it came to be written makes it 
doubly inspiring. It came about in this way: 

In the War of 1812, British warships attacked one of the de- 
fenses of Baltimore known as Fort McHenry. Francis Scott Key, 
a native of Maryland, was detained as a temporary prisoner on 
board the flag-ship of the English Admiral, while attempting to 
secure the release of a friend held as prisoner. All night Key- 
watched the battle. Firing ceased before dawn, but he had no 
means of telling whether the British had taken the fort until the 



PATRIOTISM AND CITIZENSHIP 343 

sun rose; then, to his joy, he saw that "Old Glory" still floated in 
the breeze over the fort — which meant that the British had 
failed. Key, in his delight, used the back of a letter he had in 
his pocket on which to write the poem. 1 1 appeared a week later 
in a Baltimore paper under the title of "The Defense of Fort 
McHenry," but this was later changed to "The Star-Spangled 
Banner." 

Though never formally adopted by Congress as a national 
anthem, it is given first place among our patriotic songs. Both 
the Army and Navy use it at the flag-lowering exercise at sunset. 
It is also used on all state occasions at home and abroad-, in 
theaters, and public meetings of every kind. At such times all 
people rise and remain standing to the end as a tribute to their 
country's flag. 

Oh say, can you see, by the dawn's early light, 

What so proudly we hailed at the twilight's last gleaming? 

Whose broad stripes and bright stars, through the perilous fight 
O'er the ramparts we watched, were so gallantly streaming! 

And the rockets' red glare, the bombs bursting in air, 

Gave proof through the night that pur flag was still there: 
Oh say, does that star-spangled banner yet wave 
O'er the land of the free and the home of the brave? 

On the shore, dimly seen through the mists of the deep,- 
Where the foe's haughty host in dread silence reposes, 

What is that which the breeze, o'er the towering steep, 
As it fitfully blows, now conceals, now discloses? 

Now it catches the gleam of the morning's first beam, 

In full glory reflected, now shines on the stream: 

'Tis the star-spangled banner! O, long may it wave 
O'er the land of the free and the home of the brave! 

And where is that band who so vauntingly swore 
That the havoc of war and the battle's confusion 

A home and a country should leave us no more? 

Their blood has washed out their foul footsteps' pollution. 

No refuge could save the hireling and slave 

From the terror of flight, or the gloom of the grave: 
And the star-spangled banner in triumph doth wave 
O'er the land of the free and the home of the brave! 



344 HANDBOOK FOR PIONEERS 

Oh ! thus be it ever, when freemen shall stand 

Between their loved homes and the war's desolation! 

Blest with vie' try and peace, may the heaven-rescued band 
Praise the Power that hath made and preserved us a nation. 

Then conquer we must, for our cause it is just, 

And this be our motto: "In God is our trust." 

And the star-spangled banner in triumph shall wave 
O'er the land of the free and the home of the brave! 



CHAPTER XXI 

GROUP AND MASS GAMES 

Edited by Geo. O. Draper* 

Training Secretary, Physical Bureau, 
National War Work Council 

Section i. Mass Games 
Section 2. Relay Races 
Section 3. Stunts 



Play is the one thing for which the boy finds a continuous and 
insatiable appetite. He had rather play than eat, and any activ- 
ity which interferes with his play is absolutely unpopular. Boys 
should rejoice in the fact that folks are beginning to recognize in 
play vital and necessary elements of growth — physical, mental, 
and social. What used to concern parents and be a source of 
continuous worry and annoyance is now recognized as not only 
very desirable but essential. 

Is there a boy who does not enjoy matching his skill and endur- 
ance through play with that of his companion? The country 
boys gather behind the barn when the opportunity offers and 
play "Duck on the Rock," "Run, Sheep, Run," or some other old 
familiar game. The city boys, when getting together in their 
parks and streets, play "Tops," "Red Rover," or some other jolly 



* Acknowledgment. This compilation of games has been carefully selected from 
material used and contributed by Y. M. C A. Physical Directors, Army Recrea- 
tional Directors, Public School, College, and Playground Directors, whose generous 
cooperation has made possible this collection. 

The compiler acknowledges this indebtedness and expresses his appreciation to 
those contributors and to E. P. Brandon, who prepared the chapter on group games 
for the Canadian Manuals. 



346 HANDBOOK FOR PIONEERS 

good game. It is an unfortunate boy indeed who does not have 
the opportunity to express himself through play. It is an abnor- 
mal boy who does not desire to play. There are many games, 
good and bad. Some are popular in some sections of the country, 
some in others. It is the object of this chapter on games to 
make available for all sections of the country good games of 
proven worth. All of these games have been tried and have 
proved worth while. They have given hours of pleasure to boys. 
They require no special equipment. They are available to 
everybody under almost any kind of circumstances. They are 
so simple that they can be led by any novice, and they contain 
those elements of happiness necessary to successful play. 

The tendency in the present age is toward specialization. This 
specialization has led our play life into the realms of professional- 
ism, and denied play to the novice. 

Another element accompanying play which flies the danger 
flag, and probably more than any other thing has prejudiced the 
minds of many people against it, is commercialism. Commer- 
cialism also fosters specialization, and the tendency towards it 
must be discouraged. People should play for the love they have 
for play and not for any remuneration, whether it be money, 
clothing, or costly prizes. Prizes tend to create specialization 
and to eliminate the less skilled. The backward boy, or the boy 
who is classed as non-athletic, can be taught to enjoy play by 
the use of these simple play games. 

"Play develops sportsmanship, courage, self-control, ability for 
true and quick decisions, and many other qualities that stamp a 
boy as a trained, well-organized individual." The boy who can 
play the game fairly, keep his temper, and use judgment, is de- 
veloping qualities fundamental to his life. One who loses his 
head (to use a slang expression) in the game, is at the mercy of 
his opponent as well as is the individual who loses his head in 
business. 

The boy who plays fairly, even though his opponent be using 
unfair methods, wins admiration, develops self-control, self- 
confidence, and fairness — qualities which will immediately find 
a place for him in the world of affairs. Winning is incidental — 
character-building is of supreme importance. 



GROUP AND MASS GAMES 



347 



I. MASS GAMES 



A. CIRCLE GAMES 

Lock Arm Tag (i) 

Players are arranged in pairs in a circle. 
The players in each pair lock inside arms and 
place the outside arm on hips. There should 
be a distance of at least three feet between 
each pair. Two players are selected. One is 
"it" and chases the other. The player being 
chased can link arms with either man in any 
pair in the circle. This makes three men 
The man who has an opposite arm is then 
subject to being tagged by "it." Players are 
allowed to run through or around the circle 
in either direction. A man upon being 
tagged can immediately tag back, but as 
soon as he has linked arms with any one of 
the players in any pair within the circle, he 
is not subject to being tagged. 



cP 



OO 



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hock Arm Tag 



Three Deep Tag (2) 

Players are arranged in pairs as in the previous game with the 
exception that the pairs are arranged with one player standing in 
front of the other. The game proceeds as in No. 1, but instead of 
linking arms, the man being chased steps in front of one of the pairs 
of players which makes that group three deep. The back man in 
that group is the man then chased by "it." 



<0 



DD 



a 



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aa 



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Three Deep Tag 




348 HANDBOOK FOR PIONEERS 

Broncho Tag (3) 

Players are arranged the same as in three deep. The last man in 
the pair grasps the man standing in front of him about the waist and 
by twisting him about tries to prevent the man being chased from 
getting in front of him. The front man tries to catch and hold the 
man chased. If the man succeeds then the third man in the group is 
subject to being tagged as in three deep. 

Swat Tag (4) 

Equipment Needed: Knotted towel, stick, rope, sneaker, belt, or 
swatter. The players are arranged in a circle with their hands behind 
their backs and their heads bent forward with their eyes on the 
ground. A man is selected to be "it." He runs about the circle with 
a swatter in his hands. He places it in the hands of one of the men 
in the circle. This man turns upon the man who stands at his right 
in the circle and begins beating him with the swatter and continues 
beating him as he chases him about the circle to the right until he 
comes again to the point in the circle he left. The chaser then runs 
about and places the swatter in the hands of some other man and the 
game proceeds as before. Hitting on the head is prohibited. 

Circle Jump (5) 

Equipment Needed: Rope with weight at the end or a bamboo stick. 
One man takes his place in the center of the circle with the rope or 
stick in his hands. The men forming the circle join hands. The 
center man swings the rope or stick about the circle under the feet 
of the men, who are expected to jump over same as it passes beneath 
them. If any player in the ring steps on the stick or rope or stops its 
progress, he must take his place in center and relieve the man there. 

Object Tag (6) 

Equipment Needed: A ball or some other easily handled object. 
Players are arranged in a simple ring. A ball is placed in the hands 
of one of the men forming the ring. A man is selected to be "it." 
He takes his place in the ring and endeavors to tag the basket ball. 
The men in the ring, by passing it in either direction, try to keep the 
ball from being tagged. The men are not allowed to skip more than 
one man in passing the ball about the circle. The penalty for skip- 
ping is that the one passing last shall become "it." If "it" succeeds 
in tagging the ball the man who last passed same takes his place. 
The ball is always in play whether it be on the ground outside the 
circle or in the hands of the players. 

Breaking Prison (7) 

Players are arranged in a circle with hands joined. The prisoner 
takes his place in the center of the circle and tries to get out by 



GROUP AND MASS GAMES 



349 




Mount Ball 



breaking the bars (clasped hands) or by going over or under these 
barriers. Should he escape all other players give chase. The one 
catching him becomes the prisoner. Prisoners are not allowed to 
rush more than two strides in attempting to break through the lines. 

Mount Ball (8) 

Equipment Needed: One ball or bean bag. 
No 2's mount astride the backs of No. i's and 
are given the basket ball. The riders en- 
deavor to pass the basket ball back and forth. 
The players being ridden (the Bronchos) en- 
deavor by jumping and bucking to cause the 
riders to miss catching the ball. If the ball is 
dropped upon the ground, the Broncho of the 
player that dropped the ball picks it up and 
endeavors to hit the rider with it. (Caution — - 
Bronchos should keep their positions in the 
ring. The riders are free to run anywhere to 
avoid being hit.) If he succeeds, then the 
riders become the Bronchos and the Bronchos 
are given the ball and the game proceeds as 
before. Heavy men should be paired together 
in this game. 

Dodge Ball (9) 

Equipment Needed: One or more basket 
balls and a stop-watch. It is well for this game 
to have a lime circle marked upon the field. 
This should be large enough so as to allow all 
of the players to stand' on same with plenty 
of room to throw the ball. Players of team 
one take a position on the outside of the line. 
Players of team two take their places inside of 
the circle. The object of the players on the 
outside of the ring is to hit with the ball the 
players within the ring without stepping into 
the circle. A player may step into the circle 
to recover the ball, but must either pass the 
ball or step outside of the circle before throw- 
ing it at an opponent. As soon as a player 
is hit he must drop outside of the ring. The 
man in the ring can move freely about, en- 
deavoring to keep from being hit. After all 
the men in team one have been hit out of the 
circle the teams change, No. 2 taking the 
place inside, No. 1 outside. Record is taken 
of the length of time it required team two to 
hit team one out of the circle. If team one 




Dodge Ball. 



X 

2 Formations 



350 HANDBOOK FOR PIONEERS 

succeeds in hitting team two out in a shorter time, it is awarded the 
game. Modification — After a certain period of time the second bas- 
ket ball can be put in play if desired. This speeds the game up 
considerably. 



Circle Chase (10) 

The group form a circle and are counted off in fours. The leader 
takes his place in the center of the circle. He calls any number from 
one to four and the men holding the number called by the leader 
step back and run around the outside of the circle to the right, 
endeavoring to tag the man who stands in the circle on his right. If 
he succeeds in tagging him he takes his place in the circle. The man 
tagged must go to the center of the circle. The one who eliminates 
the largest number of players wins the game. 



Spinning the Hun (n) 

Participants should not exceed 24. Players assume a sitting 
position (as close together as possible), with their feet toward the 
center of the circle. A player (the Hun) stands in the center of the 
circle. He makes himself as rigid as possible with his hands close to 
his sides. He falls into the hands of one of the men in the circle. 
This man passes him on to the next, who passes him on to the next, 
and so on. The man is spun around the circle. His feet are always 
on the ground, pivoting in the center. (It is well to select a light 
man to be spun.) If a man allows the Hun to fall he must take his 
place inside the circle. 



Numbers Change (12) 

The players stand in a large circle and are numbered consecutively. 
One player takes his place in the center. He calls two numbers and 
the players whose numbers are called must change places while the 
center player tries to secure one of their places. The player whose 
number is first called does not move until after the second number is 
called. The one who is left without a place replaces the center player. 

Pull into Circle (13) 

A small circle should be marked upon the ground. Players are 
arranged around the circle facing in with joined hands. At the signal 
to start the players endeavor to make their neighbors step inside of 
the circle with one or both feet. If successful that individual drops 
out. As soon as the circle of men becomes too small to fit around 
the outside of the ring marked en the ground the line is reformed and 
the game starts over. 



GROUP AND MASS GAMES 



35i 



Circle Stride Ball (14) 

The boys all but one form a 
circle, standing in a stride position, 
with feet touching those of the 
next boy, making a barricade fori 
the ball. The odd boy stands in 
the center and fries to throw the 
ball outside of the circle between 
the feet of the players. Those in 
the circle try to prevent the pas- 
sage of the ball using only their 

hands for this. The play continues until the boy in the center suc- 
ceeds in sending the ball through the circle, when he changes place 
with the boy between whose feet the ball passes. The players must 
not move their feet, but in returning the ball to the center boy, it 
may be thrown at different parts of the circle, taking other players 
off their guard, thus aiding the center player. 




B. TAG GAMES 

Chain Tag (15) 

The base line is at one end of the field of play. One player is 
appointed to be "it." He endeavors to tag another player. The 
player when tagged joins hands with "it" and the two endeavor to 
tag other players. Every player tagged must join hands with the 
others in a line between "it" and the player first tagged by "it." 
These two players at the end of the line are the only ones who can 
tag other players. If any of the other players succeed in breaking 
the line by breaking the grasp of players in the line, the men who are 
not in the line have the privilege of chasing those who made up the 
line back across the base line, slapping them below the belt as they 
run. Behind the base line the chain is again formed and the game is 
continued. 

Cross Tag (16) 

A man is selected as "it." He starts chasing another man. He 
must continue chasing that man until he either tags him or some 
third party runs between him and the man he is chasing. Then "it" 
must chase the man who crossed the path. 



Turtle Tag (17) 

One, two, or three men can be selected as "it," depending upon 
the size of the group. Those who are "it" endeavor to tag others. In 
order to keep from being tagged players must lie upon their backs 



352 



HANDBOOK FOR PIONEERS 




Ostrich Tag 



/O'rJt position, 



on the ground with neither feet nor hands touching the ground. So 
long as they are in this position they cannot be tagged by "it." 

Ostrich Tag (18) 

In order to be safe the player must be 
standing on one foot with opposite arm 
under knee of same side, hand grasping nose. 
This may be made more vigorous by allow- 
ing the one who is "it" to take one push at 
any man in this position and if he breaks 
his position he is subject to being tagged 
until he again assumes the position. 

Maze Tag (19) 

All but two of the players stand in parallel lines or ranks, one 

behind the other, with ample space between each two players and 

each two ranks. All the players in each rank clasp hands in a long 

line. This will leave aisles between the ranks and through these a 

runner and chaser make their way. 

The sport of the game consists in sudden 
changes in the direction of the aisles, 
brought about by one player who is chosen 
as leader and stands aside, giving the com- 
mands, "Right face!" or "Left face!" at his 
discretion. When one of these commands 
is heard, all of the players standing in the 
ranks drop hands, face in the direction 
indicated and quickly clasp hands with the 
players who are then their neighbors on the 
right and left. This brings about a change 
of direction in the aisles and therefore neces- 
sitates a change of direction in the course of 
the two who are running. 

The success of the game depends largely 
upon the judgment of the leader in giving 
the commands, "Right (or left) face!" They 
should be given quickly and repeatedly, the 
leader often choosing a moment when the 
pursuer seems just about to touch his victim, 
when the sudden obstruction put in his way 
by the change in the position of the ranks 
makes necessary a sudden change of direc- 
tion on his part. The play continues until 
the chaser catches his victim, or until the 
time limit has expired. In either case two 
Maze Tag ne w players are then chosen from the ranks 

to take the places of the first runners. 

It is a foul to break through the ranks or to tag across the clasped 

hands. 



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GROUP AND MASS GAMES 353 

Number Tag (20) 

Equipment Needed: An old soft playground ball or basket ball. A 
small circle (three feet in diameter) is marked in the center of the 
field of play. Each player is given a number. The game is started 
by one of the players dropping the ball in the circle and calling a 
number. The one whose number is called picks up the ball and 
commands, "Halt!" All players must stand fast upon hearing the 
command. He endeavors to hit a player with the ball. If he suc- 
ceeds, the player hit picks up the ball, commands "Halt!" and 
attempts to hit some one else. The game continues in this way until 
some one misses. The player who misses hitting another has one 
point recorded against him and must take the ball to the circle and 
start the game again by calling a number. If a player has two 
misses checked against him, he is penalized. The penalty is for that 
player to run the gauntlet. All the other players line up in two 
columns, facing each other. The penalized player must run between 
these columns while the players forming the lines are given the 
opportunity to slap at him from behind as he runs by. The penal- 
ized player is given the ball and the game is continued. 

Double Number Tag (21) 

Equipment Needed: One basket ball or indoor baseball. Similar to 
number tag, with the exception that each number is assigned to two 
individuals. These individuals are known as partners. When a 
number is called either partner may pick up the ball and endeavor 
to hit others directly or else pass the ball to his partner, who may 
either hit a player or return the pass. If in making a pass the ball is 
not caught by the partner it counts the same as a miss. There is no 
limit to the number of times the partners may pass the ball between 
them. If any player is hit with the ball he may immediately en- 
deavor to hit another player or pass to his partner. In this game only 
misses count against the player. Two misses result in a penalty. 
Both partners have to run the gauntlet to pay their penalty, whether 
it has been earned by an individual or collectively. The game is 
then renewed by one of the penalized partners dropping the ball in 
the circle and calling a new number. 

Mount Tag (22) 

Similar to Turtle Tag, with the 
exception that a player can escape 
from being tagged by leaping upon 
the back of another player. Neither 
the man on the back nor the man 
who is carrying him are subject to 
being tagged. 

Mount Tag 




354 HANDBOOK FOR PIONEERS 

C. TUGGING AND THROWING GAMES 

Line Wrestling (23) 

A iine is marked upon the field. Teams draw up on each side of 
the line, facing each other. Object — to pull the opponent across the 
line. At the command to go the men try to pull opponents across 
the line. When both feet of a man cross the line he becomes a cap- 
tive and is out of the game for that trial. The team which has suc- 
ceeded in pulling over the most men at the end of two minutes wins. 
The best two out of three pulls, to determine the best team. 



Hot Rice (24) 

Equipment Needed: One baseball bat or club, one indoor baseball. A 
player takes the bat and ball in a position centrally located in the 
playing space. All other payers spread out on the floor around the 
man with the bat. The man with the bat starts the game by batting 
the ball in any direction. Any player who can get the ball, immedi- 
ately throws it at the man with the bat. The batter tries to bat 
the ball, thus protecting himself from being hit. If any part of his 
body is hit by the ball the man who last threw it is entitled to take 
the bat. If the batter should bat the ball and one of the other players 
should catch it, that player would also be entitled to bat. The man 
with the bat endeavors to prevent himself from being hit by placing 
as much distance between himself and the thrower as possible, either 
by running from the ball or hitting the ball from him. Upon being 
hit, however, he immediately drops the bat and the man who threw 
the ball becomes the batter. All may run about with the exception 
of the man with the ball. He must throw from the position where he 
picks it up. 



Duck on Rock (25) 

A flat rock is placed upon the ground 15 yards in front of a line. 
Each competitor is given a tin can, block of wood, or a small rock 
and in turn throws from behind the line endeavoring to have his 
missile land as near the flat rock as possible. The one whose missile 
is the greatest distance away from the flat rock is "it." He places his 
missile (which is called the "duck"), on the rock, and the other com- 
petitors endeavor to pick up their missiles and run back across the 
line without being tagged by "it." If tagged they become "it" and 
must place their missiles on the rock. As soon as the competitors 
have crossed the line they endeavor to knock the duck from the flat 
rock by throwing their missiles at it. If successful they are allowed 
free return passage to the line and the individual who was "it" must 
replace his duck on the rock before he can tag any of the competitors 
in their endeavor to race back to the line. 



GROUP AND MASS GAMES 



355 



Corner Ball (26) 

A space about thirty feet long and 
twenty feet wide is needed for the game. 
A line (1) divides this into two equal parts. 
At each corner is a base. Each party forms 
in a straight line about eight feet from the 
line. Two members of each party take 
positions in the bases on the other side. 
Number one of the first party then throws 
the ball over the heads of the second party, 
to one of his fellows on either of the bases. 
If he catches it, he throws it back. The 
opposing party tries to intercept the ball 
and, if successful, gains one point. The 
play then continues, the other side throw- 
ing the ball. 

The rules of the game are : 

1. The members of each party may 
move about freely in their space. 

2. No member may cross the line. 

("Mind v. Body," Vol. V.) 




Corner Ball 



Long Ball (27) 

Equipment Needed: A playground ball and bat. Two parallel lines 
60 feet apart should be made. One line is called "home" and the 
other "third base." The pitcher's box is half way between the two 
lines, or it may be placed 35 feet from each line (having two boxes). 
The player is put out either by being hit with the ball thrown by an 
opponent or by the regular rules of indoor baseball. 



Guess Ball (28) 

Equipment Needed: One basket ball. Teams line up behind a cer- 
tain line. One person is "it" and stands about 25 feet in front of 
players, with his back to them. Some man throws the ball and tries 
to hit the fellow standing in front. If successful in hitting the one in 
front, the one in front tries to guess who hit him. If he guesses the 
right man, he takes the place of the one who hit him; if not, he takes 
another turn in being "it." But if the one who aims for the one in 
front misses, the thrower is "it" and must go out in front, and so on. 

Hand Baseball (29) 

Equipment Needed: One light rubber or tennis ball. The game is 
similar to regular baseball with the exception that instead of batting 
the ball with a bat, the open hand is used. One or three bases can 
be used according to the number of players playing. The fielders can 
put base runner or batter out as in regular baseball by hitting said 
batter or base runner when he is off or between bases. 



356 



HANDBOOK FOR PIONEERS 



Horseback Wrestling (30) 

In this game one-half of the men will be riders and the other half 
horses. The rider, when astride his horse, will use nothing but his 
legs as his support during maneuvers. His hands will at all times be 
kept free and will not touch the horse. It will be the object of the 
horse to balance his rider properly, so that at the word "Go" two rid- 
ers can come to combat in a form of wrestling, with the object of 
dismounting one another. The winners are later assembled for 
competition among themselves. This game may also be reversed by 
having the riders become the horses as soon as one has been successful 
in dismounting the other. A bout is won and ended when any part 
of the opponent's horse or rider touches the ground, except, of 
course, the feet of the horse. 



D. CHASING GAMES 

Stealing Ammunition (31) 

Equipment Needed: A number of short sticks, stones, or some such 
articles. The ground is divided into two equal parts with a small 
goal marked off at the rear end of each part in which these sticks are 
placed. Each player who reaches the enemy's goal safely may carry 
one stick to his own goal and may mot be caught while carrying it 
back. If caught in the enemy's territory before reaching the goal, 
the player must remain a prisoner in the goal until touched by one of 
his own side. Neither may he be caught while returning. Any 
player may catch any opponent except under the rule just stated. 
No ammunition may be taken by a side while any of its men are 
prisoners. The game is won by the side gaining all of the ammunition. 

BLACK GOAL _,, , , __„ .. . . 

Black and White (32) 

Equipment Needed: A pasteboard or 
wooden disk about 4" in diameter, white on 
one side and black on the other. Two base 
lines, parallel with each other and 50 feet 
apart, a center line parallel with the base 
lines and half way between, are marked on 
the field. Players on opposing teams line up 
back to back on each side of the center line 
with a space of 6 feet between the lines. One 
team is called "White," the other "Black." 
The disk is thrown into the air by the official. 
If the white side turns up, the "White" 
team chases the "Black" team across their 
base line. Every man tagged by the 
"White" team men, joins the "White" team. 
The two teams line up as before, the disk is 
whi again thrown and whichever side comes up, 

Black and While that team endeavors to tag its opponents 




GROUP AND MASS GAMES 357 

before they can run across their base line. The team having the 
largest number of players at the end of a game wins. 

Marching Tag (33) 

Two base lines 50 feet apart. The group is broken up into two 
units. These units form in company front behind their base lines, 
facing each other. Unit No. 1 marches forward in this formation 
and continues so to march until a whistle is blown. The whistle is 
the signal for Unit No. 1 to break ranks and run back to its base line 
before the men forming Unit No. 2 can tag its members. No. 2 men 
cannot leave their base line until the whistle is blown. Every man 
tagged before crossing his base line must line up with No. 2. Unit 
No. 2 then marches forward, until a whistle is blown and is chased 
back behind its base line by Unit No. 1. The line having the largest 
number of players after an equal number of trials^ wins the game. 

Steal the Flag (34) 

Equipment Needed: A small stick two feet long. 
{This may have a flag attached if desired.) Two 
base lines are drawn parallel and 50 feet apart. 
Players on opposing teams line up behind the two; 
lines, facing each other. A captain is selected. 
Each team sends out one representative to the 
center of the field, where the small stick has 
been stuck into the ground in a vertical position. 
The object of each man who has been sent to the 
center is to grasp the stick and get away behind 
the base line before he can be tagged by the 
opponent. If he succeeds it counts one point for 
his team. If he is tagged by his opponent, it counts 
one for the opponents. Either man has the privilege of grasping the 
stick and attempting to return with it to his line. The stick is 
immediately stuck up in the center field and each captain selects 
another of his team to send forward to capture the stick the second 
time. The game is continued until each man has had equal oppor- 
tunity to steal the stick. 

Prisoners' Base (35) 

Two lines are drawn parallel and 50 feet apart, known as base lines; 
a 5-foot square behind each line serves as prison. The teams line up 
one behind each line. One or more players from either team leave 
the base line and run toward the opponent. One or more members 
of the opposing team rush out and try to tag them before they return 
to their base lines. The last player to leave the base line may tag 
any opponent and is only subject to being tagged by an opponent who 
has left the base line later than he did. A player may run back 
across his own base line and immediately enter the field of activity 
again in an effort to tag an opponent before he can return to his own 




353 



HANDBOOK FOR PIONEERS 



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base line. As soon as a player is tagged by 
an opponent he is taken to prison behind the 
opponent's line. A captor is given free 
passage back with his prisoner to the base 
line. Prisoners stay within the prison until 
one of their team-mates succeeds in tagging 
them without previously being tagged by an 
opponent. When a prisoner is released from 
the prison free passage is given to the one 
who succeeded in releasing him. The team 
having the most prisoners at the end of a 
given time wins the game. 



Prisoners' Base 



Run Sheep Run (36) 

Two captains are chosen who in turn alternately choose players 
for their team. One team becomes a searching party and remains at 
the goal, while the other team goes out with its captain, who directs 
the various individuals where to hide, after agreeing with his party, 
on a series of signals to be used, as described below. When all are 
hidden, this captain goes back to the searchers, who at once start 
out on a hunt under the direction of their captain, who may divide 
or dispose of his party as he sees fit. The captain of the hiding party 
remains with the searchers, calling out signals to his hidden men 
which shall enable them to approach nearer to the goal by dodging 
from one hiding place to another, always trying to keep out of sight 
of the searchers. Neither party, however, may run to the goal until 
his own captain shouts, "Run, Sheep, Run." The captain of the 
hiding party is generally the first one to give this signal and he does so 
whenever he thinks his men are well placed to make the goal. The 
captain of the searchers naturally gives the signal to his men as soon 
as he hears his competitors give it, as the game is won by the party 
of which one player first reaches the goal. Should any member of 
the searching party catch sight of an opposing player before all run 
to the goal, he tells his captain, who at once shouts, "Run, Sheep, 
Run." Any signals may be agreed upon between the captain of the 
hiding party and his men. The following are examples: One whistle, 
meaning "Keep low"; two whistles, "Push to the left"; three whis- 
tles, "Danger"; four whistles, "Push to the right"; five whistles, 
"Push toward the goal." 



Hip (37) 

Equipment Needed: One stick about two feet long. All the players 
stand in an informal group. One of them is provided with the stick, 
which he throws as far as he can, at the same time calling the name 
or number of one of the other players. The one who threw the stick, 



GROUP AND MASS GAMES 359 

and all the others except the one whose name is called, scatter. The 
one who is called must pick up the stick, whereupon he becomes 
"Hip" and must chase the other players. Any player whom he catches 
he touches with the stick (pounding not allowed), and that player at 
once joins him in trying to catch the others. Anyone caught by the 
second player, however, must be held by him until "Hip" can come 
and touch the prisoner with the stick. The one touched with the 
stick, thereupon joins "Hip's" party and tries to catch and hold other 
players until touched by the stick of "Hip." 

Fox and Geese (38) 

One player is chosen to be fox and another to be gander. The 
remaining players all stand in single file behind the gander, each with 
his hands on the shoulders of the one next in front. The gander tries 
to protect his flock of geese from being caught by the fox, and to do 
this spreads out his arms and dodges around in any way he sees fit 
to circumvent the efforts of the fox. Only the last goose in the line 
may be tagged by the fox, or should the line be very long, the last 
five or ten players may be tagged as decided beforehand. It will be 
seen that the geese may all cooperate with the gander by doubling 
and redoubling their line to prevent the fox from tagging the last 
goose. Should the fox tag the last goose (or one of the last five or 
ten, if that be permissible), that goose becomes fox and the fox 
becomes gander. 

Snatch Ball (39) 

Equipment Needed: A stone, ball, or hand- 
kerchief. Any number of players can partici- 
pate. Form two lines facing each other, the 
lines being about eight paces apart. The 
players number off on each side from one to 
the number of men in line. The object is 
mid-way between lines. The leader calls a 
number, both men run for the object and one, 
either by speed or strategy, snatches the ob- 
ject and returns to his own side, without 
being tagged by the same numbered player 
from the other side, thereby scoring one point 
for his side.^ Should the other man touch him the other side would 
score the point. Game to continue any number of points. To make 
the game more complex, call two or more numbers. This makes it 
harder to snatch the ball. 

Fox in the Hole, Safety First Hop (40) 

Any number of players may participate. Area for the game 
should be restricted, not too large; a four-foot circle should be made 
for a base. The_ leader chooses one player for Fox or Hopper. 
While this player is on the base he may stand on two feet, but when 



Snatch Ball 



360 



HANDBOOK FOR PIONEERS 



he leaves the base to catch another player he must hop on one foot. 
Should he put the other foot down, he must return to the base and 
every player can slap him on the back until he does, but no player 
may block his path to the base. Should a player become tagged he 
becomes the Fox, and the other players may slap him on the back 
until he is safe on the base. 



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Bombardment (41) 

The ground is divided into two equal fields 
by a line drawn across the center. At the 
rear of each section an Indian club for each 
player is placed, the player standing in front 
of the club, as per diagram. The object of 
the game is to knock down the opponents' 
clubs, each player, therefore, serving as 
guard to protect his club and as a thrower. 
He may throw whenever he can secure a 
ball. The balls are placed at the beginning 
of the game in the center of the field. None 
of the players of either team are allowed to 
pass over this center line. The score is taken 
at a given time, the side knocking down the 
Bombardment largest number of pins winning. 

This game may also be played by using a straight elimination 

play, that is, as soon as a player's club is knocked down, he picks it 

up, and leaves the floor, the game proceeding until either one of the 

teams is eliminated. 

Another variation is to have each player go over to the opposite 

side when his club is knocked down until one side gets all of the 

opponents' players. 

Treasure Hunt (42) 

This game is a very adaptable one and can be run in a great number 
of different ways. It can be as simple or as complex as any leader 
may desire. 

A mysterious letter may be read to the group or a letter in code 
posted where the group can see it. The contents of this letter will 
direct any one to a place where they will find detailed information as 
to the exact location of a buried treasure. By following instructions, 
working out the code, a boy will discover a second letter in hiding. 
A time limit may be allowed to find letter No. 3. At the end of that 
time the information contained in the second letter may be given to 
the entire group, so that they may hunt for letter No. 3. This 
method keeps everybody in the game. 

As many letters may be hidden as desired, using the treasure as 
the last. 

As stated before, this game is adaptable and can be made to teach 
observation, trailing, and tracking. Letters using identification of 



GROUP AND MASS GAMES 361 

trees, flowers, moss on trees, birds' nests, and so forth, may be used. 
Map and chart reading make the game more difficult. Letters may 
be written in Morse and Continental codes or easy codes may be 
made up. 

"Eats," a good book on trees, flowers, a small axe, or any useful 
article may be the hidden treasure. 



E. QUIET SOCIAL GAMES 

Mingling Games 

Games which can be used at the beginning of a social evening for 
the purpose of causing the group to mingle. 

Capitals (1) 

Half of the group will have pinned on them the outlines of different 
states without the names. The other half are given on slips of paper 
names of capital cities of states. The latter group are supposed to 
locate partners by finding the state to which they hold the capital. 

Around the World (2) 

Each player is given a card and a pencil. Various articles are 
scattered throughout the room, representing different countries, 
states, or cities — for example: A wooden shoe for Holland, a picture 
of a bull for Spain, a package of tea for China, a bear for Russia. 
Each article is numbered. The players circulate about the room 
endeavoring to guess what each article represents. He writes his 
guess with the number of the article, on his card. 

Alphabetical Answers (3) 

Cards having different letters of the alphabet are made. Each 
player has one of these cards pinned upon his person. It is well to 
eliminate the letters "v, x, and z" in this game. One player asks 
another a question and that player must answer having his first 
word commence with the letter pinned upon him. He must com- 
plete his answer before the questioner can count ten. If unsuccessful 
he must surrender his letter to the counter. The player having the 
largest number of letters at the end wins the game. Two players 
cannot question the same individual at the same time. The one 
questioned cannot use the same answer twice. 

Who Am I? (4) 

Each player has pinned upon his back the name of some prominent 
personage. In conversing with each other the conversation is carried 
on as though it were addressed to the personage whose name is 



362 HANDBOOK FOR PIONEERS 

pinned on the back of the individual. It is the object of each indi- 
vidual to guess the personage he represents. 

Trick Games 
Mirror Pictures (i) 

It is necessary for the one who plays this trick game to have an 
accomplice. The one who is to illustrate the game goes out of the 
room. His accomplice explains that he can picture the face of one of 
the individuals in the room upon the mirror, so that the person who 
has been sent from the room on his return can guess whose picture was 
taken. The accomplice then calls to the center of the room one of 
the group and has him look for a few seconds into the mirror. After 
the picture is taken in this way, the one who has been sent from the 
room is called back and to the amazement of the group he names 
the player whose picture is supposed to be photographed in the 



The Trick 

The accomplice who takes the picture sits in the seat of the one 
whose picture was taken, hence it is necessary for the one who leaves 
the room to observe the positions of the various players before going 
out. 

Magic Writing (2) 

An accomplice is required in this game. The one who is to illustrate 
the game leaves the room. The accomplice asks the others remaining 
in the room to select some word. Suppose the word selected be 
"hours." The one sent from the room is then called in. The accom- 
plice has a short stick in his hand and by a series of mystic flourishes 
and knocks interprets the word to the player who left the room. 
He, to the astonishment of all, guesses the exact word decided upon. 

The Trick 

The vowel "a" is represented by 1 knock; "e" is represented by 
2 knocks; "i" is represented by 3 knocks; "o" is represented by 4 
knocks; "u" is represented by 5 knocks. The consonant "h" is 
interpreted by the conversation. For example, the accomplice in 
interpreting the "h" in "hours" to the one returning to the room did 
it in this way. Flourishing the stick in the air he says "Having a 
hard time, are you not?" The guesser knows by that the first letter 
is "h." The accomplice then taps four times with a stick indicating 
"o," then after a few more flourishes taps five times representing "u," 
then says to the players, "Remember the word you have chosen," 
which gives the letter "r" to the guesser. The accomplice then says, 



GROUP AND MASS GAMES 363 

"Seems as though you should have it by now," and the one who left 
the room knows that the word "hours" was the one selected and so 
states. 

Watch Trick (3) 

An accomplice is required for this game. The one who is to 
illustrate the game leaves the room. The players remaining in the 
room then determine upon some object which shall be hidden. This 
object is unknown to the one who leaves the room. After it is pro- 
perly hidden the lights are turned out to make the trick seem the 
more difficult. The players are cautioned that they must keep 
absolutely quiet during the game. The guesser is called into the 
room and with little difficulty goes to the object and discovers it to 
the other players. 

The Trick 

The accomplice places a watch beside the hidden object and the 
one who leaves the room locates the hidden article by the tick of 
the watch. 

Guessing Games 
Verbal Authors (1) 

A judge is selected who takes his place in the center of the group. 
Each player in turn has to stand up and name the title of a book. 
The others are to guess the author. The one first naming the author 
scores one point. The next individual then stands up and gives 
another title. The game continues. The individual naming the 
most authors scores the highest number of points. 

Another way to play the same game is to give each player a card 
and a pencil and have him write thereon as many of the authors as 
he knows. 

Words (2) 

The players are arranged as in a spelling match. Sides may be 
chosen if desired. The first one in the line starts by giving a letter. 
The next one in line adds a letter to it. Suppose the first letter given 
to be "m." The second player thinking of "money" says "o." The 
third player thinking of "mobilize" says "b," but as m-o-b is a com- 
plete word the third player must take his place at the end of the line 
for completing the word, as no word is supposed to be completed 
until the turn of the last player. 

Gossip (3) 

A player is sent out of the room. A judge is selected who asks 
each player left in the room to make some statement about the 
individual who has been sent out of the room and writes down the 



364 HANDBOOK FOR PIONEERS 

statement and the name of the individual making it. Example of 
statements: "His chin is too long." "He has his mother's eyes." 
"He is a poor hunter." When the leader has selected all of these 
statements the individual is called back into the room. The leader 
then reads off the various statements made and it is up to the one who 
left the room to guess who it was that made the statements about 
him. If he guesses correctly that individual is sent out of the room 
and the game continues. 

Telegrams (4) 

Each player is given a telegram blank and pencil. Upon this he 
places ten letters about one and one-half inches apart. He cannot 
use the same letter twice. All of the blanks are then passed to the 
right and each player writes a telegram, using words starting with 
the various letters he finds upon this blank. The telegrams are then 
read aloud. 

Shouting Proverbs (5) 

A player is sent from the room. Those remaining think of some 
proverb. Each player is given a word of the proverb. When the 
player is called back into the room they all shout at the same time 
the word of the proverb which has been given them. It is up to the 
guesser to tell the proverb. 

Find the Ring (6) 

Equipment Needed: A long piece of string with a small ring on it, 
the string being tied. The players sit in a circle, holding in their hands 
a long piece of string tied at the ends so as to form a circle large 
enough to go around, a small ring having been put upon this string. 
One player is chosen to stand in the center. The players who are 
seated then pass the ring from one to another, the object being for 
the player in the center to detect who has the ring. The other players 
will try to deceive him by making passes to indicate the passage of 
the ring when it really is not in their vicinity. When the player in 
the center thinks he knows who has the ring, he calls out the name of 
the player. If right, he sits down, and that player must take his 
place in the center. 

Animal Blind Man's Buff (7) 

A player is blindfolded and placed in the center of the group. 
After having been turned about several times to confuse his location, 
he is handed a short stick. He endeavors to touch an individual 
with the stick. (The players are not allowed to move about to avoid 
being touched by the stick.) Upon touching an individual he gives 



GROUP AND MASS GAMES 365 

the name of an animal and the player touched must try to imitate 
the noise that animal makes. Upon hearing the noise, the one 
blindfolded endeavors to recognize who it is that makes it. If suc- 
cessful, that individual takes his place. 

Team Games 
Clothespins (1) 

Equipment needed: Three dozen clothes pins. The players are 
divided into two teams and arranged in two lines facing each other, 
seated. A dozen and a half clothespins are handed to the two players 
facing each other at one end of the lines. The pins must be held in 
the grasp of the two hands. At the signal to start, the player holding 
the bundle of pins passes the bundle to the next player in the line. 
The object of the game is to pass the bundle of clothespins from hand 
to hand to the other end of the line and return. If any of the pins 
are spilled, the individual dropping the same must recover them for 
his bundle before passing them on to the next. The team that first 
succeeds in passing the bundle of pins to the end of the line and 
back wins. 

Cross Questions (2) 

All but one of the players sit in two rows facing each other, those 
directly opposite each other being partners. The odd player walks 
around the rows behind the others, asking questions of any player 
facing him from the farther row. The question must be answered, 
not by the player addressed, but by his partner or vis-a-vis, who 
sits with back to the questioner. Any player answering a question 
addressed driectly to him, or failing to answer one addressed to his 
partner, or giving an incorrect answer to a question, changes places 
with the questioner, or pays a forfeit, as may have been decided on 
beforehand. 

Jenkins Up (3) 

Divide the company into two sides. One division sits around the 
table on one side, the other on the opposite side. The members of 
division "A" put their hands under the table and a small coin, dime 
or quarter, is passed from one to the other. 

When division "B" thinks they have had enough time, the players 
call out, "Jenkins up!" and the players of "A" hold up their closed 
hands, and when "Jenkins down!" is called, they must place their 
hands, palm down, on the table. The players of "B" must guess 
under which palm the coin is. Each player has one guess, those on 
the opposite side raising their hands when requested to do so. 

If "B" guesses correctly, the coin is passed over to them and "A" 
must guess who has it, but if not, "A" keeps the coin, and "B" ha? 



366 HANDBOOK FOR PIONEERS 

another trial for guessing. Tally may be kept, i being counted for 
every correct guess, and a certain number, as 50, may be the limit. 
The side gaining 50 points first is victorious. 

Fire (4) 

Choose two leaders from among the players. Each leader chooses 
his side. The sides sit opposite each other, and the leader of one 
throws a ball to any one on the opposite side. As he does he says 
either, "Earth," "Air," "Water," or "Fire," and counts ten. 

The person who caught the ball must answer before he finishes 
counting ten. If "earth" was called, he must name some quadruped 
found therein ; if "water," some fish must be named ; if "air," the name 
of some bird ; but if "fire" was called he must remain perfectly still. 

If the players give a wrong answer or speak when they should be 
silent they are out, and the leader must throw the bail to some one 
else, but if the players answer correctly, it is their turn to throw the 
ball to someone on the opposite side, and the game goes on as 
before. 

The side whose players stand up the longest, wins the game. 

Location (5) 

The group is divided into two teams. A leader is selected for 
each group. A player on team 1 calls the name of a town or place 
and counts ten. While he is counting the opposite opponent must 
give the location of the town or place. If he has not succeeded before 
the counter has reached "ten," he drops out. The second player on 
team 2 then names a place and it is up to the second player on team 1 
to give the location. When all the players have had a chance the 
team having the largest number of players remaining, wins. 



II. RELAY RACES 

For line relays the teams are arranged in columns of file with the 
columns running parallel to each other and at least ten feet apart. 
This is the simplest formation in which the players can be grouped. 
A fixed line of lime, tennis tape, or sunken wooden take-off boards 
should be so placed on the field that competing teams have equal 
advantage. This line shall be known as the starting line and the 
front man in each column shall toe this line. Another line which 
shall serve as the distance lint* shall be placed thirty feet in front of 
and parallel to the starting line, 

When large numbers of teams are competing it is well to have the 
man who finishes the relay wear some distinguishing mark to aid 
the judges. 



GROUP AND MASS GAMES 



367 



A. PASSING RELAYS 

{Note. A shoe, stone, bean bag, ball, or some other object can be 
used in the following events.) 



Straddle Relay (1) 

Players stand in the stride-stand position with the 
object to be passed on the line in front of the first 
contestant. At the start the object is passed between 
the legs of the contestants in the column until it 
reaches the back of the column. There it is picked up 
by the end man who carries it forward on the left 
side of his column to the distance line which he 
must touch. He then returns to the front of his 
column where he faces about and passes the object 
back between his own legs toward the back of the 
column where it is picked up by the end man who 
repeats the performance of the preceding end man. 
When every man has carried the ball forward the last 
man finishes the race when he crosses the distance 
line. 



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Over the Top (2) 

Players stand at attention with the object to be passed on the 
line in front of the column. At the start signal the object is passed 
back over the head by the first player to the second and so on until 
it reaches the last player. (Every player in the column must grasp 
and pass the object.) The end player carries the object forward over 
the backs of the players in the column in front of him who assume a 
stooping position. As soon as he reaches the front of the line he runs 
to the distance line after touching which he returns to the front of 
his column and starts the object back over his head. When every 
player has carried the object forward the last player finishes the race 
when he rushes forward across the distance line. 

Over and Under (3) 

Like No. 2 excepting that every other player must pass the object 
between the legs. 



In and Out (4) 

Players stand in the stride-stand position, with the object on the 
line in front of the first contestant. At the start signal the object 
is rolled back between the legs of the players in the column until it 
reaches the back of the column where it is picked up by the end 
player who runs forward to the right of the player in front of him, to 
the left of the second, to the right of the third, etc., until he has 



3 68 



HANDBOOK FOR PIONEERS 



reached the front line whereupon he runs to the distance line which 
he touches. Returning to the front of the column he starts the 
object back between his legs. When every player has carried the 
object forward the last player finishes the race when he crosses the 
distance line. 



Basket Ball Relay (5) 

Equipment Needed: One basket ball for each team competing and 
one basket ball basket for every six teams competing. The ball is placed 
on the starting line in front of the column. Players assume a stride- 
stand position. At the signal to go the ball is passed back between 
the legs of the men in the column until it reaches the last man in the 





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column, who rushes forward and shoots the ball into the basket 
which should be located about fifteen yards in front of the column. 
As the men from the other columns will be endeavoring to shoot from 
their places through the basket at the same time, this makes a very 
spirited game. A man can shoot for his basket from any position on 
the floor, but must shoot until the ball passes into the basket. Play- 
ers are not allowed to interfere with each other in shooting the 
basket. After the goal has been properly made, the men return to 
the front of their columns and each starts the ball back between his 
legs and the game continues until every man has shot the required 
basket. 



GROUP AND MASS GAMES 



369 



B. EQUIPMENT RACES 
Potato Race (6) 

Equipment Needed: One potato and a block of wood or a stone for 
each competitor. A circle 18 inches in diameter is placed three feet 
in front of the starting line in front of each column. Another circle 
of the same size is placed about 15 yards in front of the first circle. 
As many potatoes are placed in the circle nearest the start line as 
there are competitors in the line. {Note. A basket can be used in 
place of these two circles, if available.) At the signal to start, the first 
player in each column runs forward, picks up a potato from the 
nearest circle, carries it to and drops it into the far circle. {Note. 
The potato must be within the circle, not touching the line.) After 
properly placing the potato in the far circle, the player returns, tags 
off the front player in the column, and takes his place at the rear of 
the column. The man tagged off repeats the performance, carrying 
off the second potato, etc. The race ends when the last player, after 
carrying his potato to the far circle, returns across the line. 

Sack Race (7) ft} & j§ 

Equipment Needed: One good- irv .^PK Wjf 

sized crocker sack for each line. The (/£ m )$L 

front player in the column gets into 
the crocker sack. The crocker sack 
must be held well up under the arms. 
At the signal to go the player jumps 
forward to the distance line, beyond 
which he takes off the crocker sack, 
runs back to the front of the column, 
hands the sack to the second player, 
who gets into same. He must have 
pulled the crocker sack well up 
under the arms before he crosses the 
starting line. He then repeats the 
performance of the first. Players 
returning from the distance line take 
their places at the rear of the col- 
umn. The race is won when the last 
player on the team crosses the finish 

line. Sack Race 

Stab-the-Spud Race (8) 

Equipment Needed: One potato and one pointed stick, two feet long, 
for each competitor. A circle 18 inches in diameter is placed in front 
of each column. Another circle of the same size is placed about 15 
yards in front of the first circle. As many potatoes are placed in the 
circle farthest away from the starting line as there are players in the 
line. The first player in each line is given a pointed stick. At the 
signal to go, he runs forward to the far circle, sticks his pointed stick 




370 HANDBOOK FOR PIONEERS 

into one of the potatoes and runs back with it to the near circle. He 
is allowed to interfere with other competitors in attempting to make 
them lose their potato from their stick, so long as his potato is on 
his stick. His potato must be deposited within the circle nearest the 
front of his column before he hands his stick to the next player in 
the column, who runs and gets a second potato. After handing the 
stick to the front player in the column, competitors take their place 
at the rear of the line. The race ends when the last player, having 
properly deposited his potato within the circle, and having made sure 
that every other potato is within the circle, crosses the finish line. 

Overcoat Relay Race (9) 

Equipment Needed: Overcoat and gloves for each team. Have half 
of the players from each team in a column of file, opposite 40 yards 
from scratch, the leading players at scratch to be equipped with 
overcoat and gloves. At start the leading player runs to the leading 
player of his team opposite and transfers overcoat and gloves to him. 
This player returns to scratch, wearing overcoat and gloves and trans- 
fers to second player at scratch, and so on until last player of team 
has returned to scratch, wearing overcoat and gloves. Each player 
of team to run once only. Overcoat and gloves cannot be taken off 
until finish line is crossed. The player receiving same can put them 
on while running. 



C. NOVELTY RELAY RACES 

Monkey and Crab Race (10) 

Players are arranged in parallel columns of file. At the signal to 
start the first player in the column places his hands on the ground 
and walks monkey fashion to the distance line. On reaching same 
he assumes a running position and returns to the front of the column 
where he touches off the second player, he himself going to the back 
end of the column. The second player gets down with his hands and 
feet on the ground, facing upward, and continues across the distance 
line in this position. He returns, tags No. 3, and takes his place be- 
hind No. 1 at the rear of the column. No. 3 walks monkey fashion. 
The rest of the column continues alternating, one man walking facing 
down and the other facing up with hands and feet on the ground 
until the last player, returning from the distance line, crosses the 
starting line. 

Leap Frog Race (11) 

Players stand in columns of file with a distance of four feet be- 
tween individuals. At the signal to start all the players in the col- 
umn, excepting the last player, assume a stooping position. The 
last player will take frog leaps over the backs of the players in the 
column followed by the next to the last player, etc. As soon as the 



GROUP AND MASS GAMES 



37i 



last player reaches the front of the column, he assumes a stooping 
position, likewise the player who followed him. When the player 
who headed the column has leaped over the backs of the players 
making up the column, he rushes forward across the distance line 
ending the race. 

Hop Race (12) 

The front player in the column hops on his right foot to the dis- 
tance line, returning on his left foot. He tags off the next player on 
his team and takes his place on the end of the line. The race finishes 
when the last player returns from the distance line and crosses the 
starting: line. 



Forward Roll Relay (13) 

Place a mat in center of floor in front of 
each team. Players run to mat, forward 
roll on mat, run to the end of the room; 
returning make another forward roll and 
run back to team, touching off No. 2 who 
does the same. If a team can do a backward 
roll use it for variety, or alternate. 

Frog Race (14) 

Similar to the hop race with the exception 
that the competitors travel in frog leaps 
rather than by hops. {Note. The frog leap 
is executed in this fashion. The player places 
both hands upon the ground supporting his 
weight thereupon as he jumps both feet for- 
ward, feet outside of hands. He then moves 
both hands forward simultaneously followed 
by both feet.) He travels the entire distance 
to the distance line, upon reaching which he 
assumes a standing position and runs back, 
tagging off the second competitor. 



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Forward Roll Relay 



Skin the Snake (15) 

Participants again assume the column of file position. Each 
reaches back between his legs with his right hand and grasps the 
left hand of the team-mate behind him. Upon the signal to start, the 
back player in the column lies down, keeping his feet together, and 
maintaining his grip on team-mate's hand. The column walks back- 
wards over him. The next to the last player lies down beyond the 
last, etc., until the entire column is stretched on the ground. The 
player who was in the front of the column will be the last player to 
lie down. He gets up immediately and, running forward, straddling 



372 HANDBOOK FOR PIONEERS 

the line, pulls the line with him. The line which gets to its feet the 
quickest without having broken, wins the race. 

Slap Obstacle (16) 

Players are arranged in parallel lines. Four players are selected 
from each column and are placed in front of and in line with the 
column with a distance of five yards between them. The first 
player in front of the column stands at attention; the second 
player takes a stooping position, as for leapfrog; the third player 



Skin the Snake 

takes a stride-stand position; the fourth player stands at attention. 
At the signal to start the player in front of the column runs forward, 
circling number one, leaping over number two, crawling between the 
straddle legs of number three, circling number four. After which he 
runs to the rear of the column, where he slaps the back of the last 
player; the last player slaps the back of the player in front of him 
and the slap is passed to the front player in the line who rushes for- 
ward upon receiving his slap and repeats the performance of the 
first runner. The game is finished when the last player in the col- 
umn, after clearing all obstacles, crosses the starting line. 

Rule. Runners are not allowed to grasp the man as they run 
around him. 



Dead Man Relay (17) 

The front player in the column is instructed to go half way to the 
distance line and lie upon his back upon the ground with his head 
towards his team. At the signal to go, the second player in the 
column runs to the player lying upon the ground and lifts him by the 
shoulders to a standing position. (The player lying upon the ground 
should keep perfectly rigid.) The player lifted, then runs to the 
finish line. From there, he returns to the rear of his line. In the 
meantime the player who lifted him from the ground, lies upon his 
back in the same position as the player lifted. He who has gone to 
the rear slaps the player in front of him, and the slap is passed on 
until it reaches the player in the front of the column. He runs for- 
ward, lifts the dead man, and takes his place. The player runs to 
the finish line, and returning to the rear of the column, starts the 



GROUP AND MASS GAMES 



373 




slap forward. The game ends when the last player in the line is 
lifted from the dead man's position, crosses the distance line and 
returns across the start line. 

Attention (18) 

Players stand at attention and are numbered off from the front 
of each column. The leader calls a certain number. The player of 
that number in each column runs forward on the right hand side, 
circling his column. Upon reaching the opening made by himself 
in the column, he steps in, assuming the attitude of attention. One 
point is awarded to the team whose runner first assumes the proper 
attitude in the column. Another number is called and the game 
continues. 

Pass the Buck (19) 

The players are in formation of 
two or more files, standing at 
stride-stand position with forward 
body bend and hands upon hips. 
Upon the starting signal the back 
man comes to the position of 
attention — with a snap — at the 
same time striking hard with the 

open palms of both hands the seat of the player in front of him, who 
in turn "Passes the Buck" on down the file. When the file leader re- 
ceives the "Buck" he immediately gives the command, "About face!" 
The file about faces and jumps to a stride-stand forward trunk bend 
and the "Buck" is then passed up the file harder and faster than it 
went down. This is a relay race and the file getting the "Buck" back 
to its file-closer first wins. It is advisable to repeat the relay, i. e., 
have the "Buck" passed down and up the file twice. 

Spin Around Relay (20) 

A player is sent forward from each line to a position ten yards in 
front of and in line with his column. He shall be known as the pivot. 
At the signal to start the player at the head of the column runs to 
the pivot, links his right arm in the right arm of the pivot and swings 
around him, and then returns to the rear of the line, links the arm of 
the man at the rear and pivots around him. He then runs and tags 
off the man at the front of the column and takes his place at the 
rear. The man tagged off repeats the performance of the first man 
who ran. 



Passing Relay 
(See page 368) 



Jump Stick Relay (21) 

Equipment Needed: One stick at least three feet long for each team. 
The stick is held in the hand of the first player in the column. Upon 



374 



HANDBOOK FOR PIONEERS 



the signal to start he runs to the distance line, touching the line or 
the ground beyond with the stick. He then returns to the front of 
the column and hands the other end of the stick to No. 2. Then 
holding the stick between them and near the ground, they run to 
the rear of the column on each side. The players in the column leap 
over the stick as it reaches their feet. Upon coming to the rear end 
of the column No. 2 takes stick and runs to the distance line, which 
he touches. He returns to the front of the column, hands the other 
end of the stick to No. 3 and the game continues until the last 
player in the column carries the stick across the distance line. 



Flag Race (22) 

In this race the players face to the left. A flag is stuck in the 
ground on the starting line. At the signal to start the contestant 
nearest the flag picks it up, hands it to his next neighbor. In this 
way it is passed to the end of the line. The end player takes the 
flag and runs in front of his line to the distance line. Returning to 
the right of his column, he starts passing the flag along. The player 
who is then last in line repeats the performance and so on until 
every player has run. The last player finishes the race when he 
crosses the distance line. 



Rescue Race (23) 

Players stand at attention. At the signal to start No. 2 in the 
column leaps upon the back of No. 1, who carries him across the 
distance line in piggy-back position. There he drops him. No. I 
remains behind the distance line. No. 2 rushes back and picks up 
No. 3 in the column and carries him beyond the distance line and 
No. 2 remains there. No. 3 rushes back and picks up No. 4, etc., etc. 
When the last player in the column has been carried across the dis- 
tance line the race is finished. 




Centipede 



Relay 



Centipede Relay (24) 

The first four players in the column straddle a 
broomstick. It is required that the first three players 
grasp the broomstick with both hands in front of 
them. The last player of the four must grasp the 
broomstick with both hands behind him. In this 
position they run across the distance line and ret urn. 
Behind the finish line they give the broomstick to 
the next four players on their team, and take their 
place at the rear of the line, while the second four 
repeat the performance of the first. The race ends 
when the last group of four crosses the start line. 



GROUP AND MASS GAMES 375 

Paul Revere Race (25) 

Players are arranged in column of file "open order" with a distance 
of ten to twenty feet between the contestants. A light player is 
selected from each team to act as rider. He starts just back of the 
last man in the column. Upon the given signal he leaps upon the 
back of the last man who carries him to the man next in front of 
him in line. The rider must change from the back of the first steed 
on to the back of the second without touching the ground. The 
second steed carries him to the third and he is passed on from steed 
to steed until he reaches the front man in the column, who carries 
him across the distance line, ending the race. 

Chariot Race (26) 

Each line is grouped in pairs. At the signal to start the first pair 
with arms locked run across the distance line, returning across the 
start line, running to the rear end of the column. They slap the last 
pair. That pair passes the slap on to the pair next in front of them, 
etc. As soon as the slap reaches the pair at the head of the column, 
they start. The race ends when the last pair returns across the 
finish line. 

Three-Legged Race (27) 

No equipment needed other than the belts of the competing players. 
The competitors on the team are grouped in pairs. Team-mates 
stand opposite each other and have their inside legs strapped to- 
gether just above the ankle with one belt and above the knee with 
the other. Their inside arms are placed around the back of their 
team-mate. The race is run in this fashion. When the first pair 
returns from the distance line they tag off the second and the second 
tag off the third, etc. 

III. STUNTS 
STUNT ATHLETIC MEET 
One Hundred Yard Dash (1) 

As many pieces of string are tacked to the wall, four feet, eight inches 
above the ground and about two feet apart, at one end of the stage or room, 
as there are competitors. The string to be twelve feet long. The 
contestants take the end of the string in their mouths and line up 
facing the point where their string is tacked. At the word, "GO," 
without the use of hands, they gather the string into their mouths 
until all the string has been taken into the mouth and the end attached 
to the wall is reached. The string must be kept taut at all times. 

16-Pound Shot Put (2) 

An inflated paper bag is put for distance, as though it were a shot, 
from the shoulder. 



376 HANDBOOK FOR PIONEERS 

Potato Race (3) 

A potato or some similar object is placed at the starting line. The 
race consists of pushing same with the nose to a certain point and 
back across the starting line. 

Newspaper Race (4) 

Contestants line up upon a starting line with a newspaper folded 
in quarter size under each foot. Each at the signal to start, lifts 
up one foot, and balancing on the other without touching the floor 
slides the paper forward with his hand. He then brings one foot 
down upon it, claps his hands above his head and lifts the other 
from its paper, which he moves forward with his hand. The foot 
supporting the body must rest upon the paper and the hands must 
be clapped above the head between each step. The race continues 
for a distance of about 25 yards. 

Driving Contest (5) 

Equipment Needed: Hammer and ten nails to each man. Plank 
4 x 4, 6 or 8 feet long. Two or three men strive to see who can drive 
his nails first. Each man drives his nails into the same plank at the 
same time. This is very difficult, as the blows are not struck at the 
same time and the plank will be very unsteady, and one is liable to 
wallop his fingers. At any rate, he will miss many strokes. 

Blindfolded Race (6) 

Contestants are blindfolded and after being spun about several 
times, start on the race which is to the other end of the room and 
back. 

Soaped Pole Climb (7) 

Climbing a greased or soaped pole for prizes at the top. 

Bottle Balance (8) 

Contestant sits with his legs extended upon a large bottle or jug, 
lying upon its side. The right heel is placed on top of the left toe. 
A box of safety matches and a candle are handed each contestant, 
who endeavors to maintain his balance and light the candle. 

Shoe Race (9) 

Shoes of contestants are thrown into a barrel. The contestants 
draw up behind a given line. At a signal they rush to the barrel 
and endeavor to find their own shoes. They are allowed to throw 
any shoes not their own as they will. As soon as they find their own 



GROUP AND MASS GAMES 377 

they must report back with the shoes properly on to the judge. The 
one first doing so wins. 

Sack Chase (10) 

Equipment Needed: Two sacks. The players get into the sacks, 
which are tied under their arms, and take positions in opposite 
corners of the ring, Then lie on the floor on their back and wait 
for the command, "GO." Upon receiving the command, they 
jump to their feet and run around the ring, to the right, and keep 
going until one man overtakes the other. Note. This is the old 
sack race confined to a boxing ring. 

Peanut Relay (11) 

Equipment Needed: A flat stick like a shingle or a spoon and a 
peanut for each competing team. Competitors must race across 
finish line and back, balancing the peanut on the stick or spoon. 
The stick and peanut are transferred to the next man in the column 
behind the starting line and the race continues. 

Bat Kicking Stunt (12) 

Equipment Needed: Slippery floor, baseball bat. The player, 
toeing a certain mark, holds the bat in his left hand, placing the end 
on the floor close to his left instep. 

The object of the game is to kick the bat for distance, marking 
distance on the floor. The bat must be kicked by the right toe 
from in back, the right foot swinging past the left heel on the outside. 
If the contestant is standing on a slippery floor, watch for a fall. 
as the player will kick his left foot from under him. 

Pillow Fight on Pole (13) 

A pole at least ten feet long is 
placed across wooden horses, four 
feet above the floor or ground. The 
opponents straddle pole armed 
with pillows and endeavor to dis- 
lodge each other by hitting with 
pillows. 

Hello, Mike (14) 

Equipment Needed: Boxing 
gloves. Two blindfolded opponents 
lie upon floor face down with their 
heads toward each other and about 

a foot apart. They reach above their heads with their left arms, 
grasping hands. Their right hands are covered with boxing gloves. 




378 HANDBOOK FOR PIONEERS 

Number one says, "Hello, Mike, are you there?" Number two is 
required to answer, "I am," trying to deceive his opponent as to 
location. Number one takes one swing with his gloved hand at 
the point where the voice comes from. Number two then asks 
the question and the game continues. 

Cracker Eating Contest (15) 

Five crackers are given each contestant. At the signal to start 
he begins eating same. The one who consumes the five and is able 
to whistle first wins the event. (Melon Eating). 

Weight Guessing (16) 

The object of the game is to make a guess at the weight of some 
man in the audience or crowd. Post five or six men to paddle the 
man being weighed when on the weigher's back. The weigher, 
picking his victim, feels of his legs and his arms and then says he 
can guess within three pounds of the man's weight. If the man per- 
mits the weigher steps in front of the victim, taking his two arms 
over his shoulders, and bending forward, lifts the man, raising his 
feet off the ground, saying, "You weigh about," the word "about" 
being the cue for the five or six men posted to start paddling his 
stern. 

The Ghost (17) 

The individual who puts on the stunt calls for eight or more 
volunteers. He arranges them in a straight line, elbow to elbow, as 
close together as possible, and takes his place at the left of the line. 
Addressing the one who stands at his right he says, "Last night I saw 
a ghost at my house." The one addressed replies, "Is that so? 
What did he do?" The leader then sticks his right arm straight out 
in front of him. The one next to the leader then turns and ad- 
dresses the individual at his right, making the same statement regard- 
ing a ghost at his house last night, and when the individual replies 
asking what he did, the informer sticks out his right arm, as did 
the leader. The question, answer and performance are passed 
down the line. This results in every man in the line having his right 
arm sticking straight out before him. With the arm in this position 
the leader again makes the statement that he saw a ghost in his 
house last night. The one at his right asks what he did, as before. 
The leader replies that he did this — and sticks out his left arm. 
This is repeated until all have both left and right arms projecting 
in front. Starting at the head of the line the leader then makes the 
statement and illustrates what the ghost did by assuming a squatting 
position, leaving both arms out in front. When the whole line has 
assumed this squatting position after the regular question is asked, 
the leader starts again, this time sticking one leg out in front, 
clear off the floor. After the question has been passed down the line, 



GROUP AND MASS GAMES 379 

the individuals are all balancing themselves on one leg, with the 
other leg and both arms projecting before. The leader by giving a 
slight shove overbalances the group and a pile results. 

Lifting Seven Men (18) 

This is a frame-up and should be used particularly to take care of 
fresh individuals in the camp. Some fellow boastfully says he can 
lift seven men in the hearing of the fresh one. He, of course, argues 
the point immediately. A strong man then performs the feat as 
follows: He lies down on his back. Six other men who are in on the 
trick sit with their legs across his body. The fresh one is then invited 
to be the seventh man to be lifted and is asked to lie face down 
lengthwise across the knees of the six others, his head and shoulders 
being near the head and shoulders of the strong man who assists in 
holding him in this position while the other six administer the 
paddling. 

Pie Eating Contest (19) 

Equipment Needed: Four nice juicy blueberry pies. Eight men. 
The pies are cut in half, being placed in a tin plate, and placed on the 
table or on the floor. If on the floor the men kneel. The contestant's 
hands must be tied behind him. The object of the game is to see 
which man can eat his pie the quickest. He must do this without 
the aid of his hands, and must not be allowed to push pie out of pan. 
Upon licking the plate clean, he picks up the plate in his teeth. The 
first man doing this wins. Note. This is a great stunt with which to 
finish up a stunt night. 

Can and Glove Boxing (20) 

Opponents are armed with a can containing pebbles in their right 
hand and a boxing glove on their left. Both are blindfolded. They 
rattle can continuously, endeavoring to locate each other by sound 
in order to land blow with glove hand- 

Barrel Boxing (21) 

Secure two large barrels, extracting projecting nails. Place 
opponents inside of same and have them box. Note. A potato sack 
can be used as a substitute for barrels in this event. 

Hot Hand (22) 

One man who is "it" bends forward, placing his hands on his knees. 
The other players gather behind him and swat him with the palms of 
their hands. If he guesses the one who hits him that one must take 
his plrce. 



3 8o 



HANDBOOK FOR PIONEERS 




Hand Wrestling 



DUAL STRENGTH TEST 

Large groups can be divided into equal smaller groups and compete 
in the following events to good advantage. These events can also be 
used successfully as events for stunt night programs. Have the 
winner challenge anyone in the audience. 

Hand Wrestling (i) 

The wrestlers stand with right foot 
advanced clasping right hands. The ob- 
ject is to make opponent move a foot from 
its position on the ground. This consti- 
tutes a throw. 

Toe Wrestling (2) 

The wrestlers are seated on the ground 
facing each other's knees. A stick is 
placed between the arms and knees while 
in this position. The object is to get the 
toes under those of the opponent and roll 
him over backwards. If either wrestler 
breaks his handclasp about the knees it 
constitutes a victory for his opponent. 

Indian Wrestling (3) 

The wrestlers lie upon backs side by side 
with arms locked, legs extended in opposite 
directions. The right legs are raised and 
lowered twice. At the third raising they 
lock legs together and each endeavors to 
bring his opponent's leg down to the 
ground, thereby turning him upon his face. 

Twist Stick (4) 

Two grasp a gun or broomhandle high 
above their heads. At the word to go the 
stick must be brought down between 
them, thereby twisting within the hands of 
one of the players. This can be done with- 
out stick by having opponents grasp hands 
above head, fingers between fingers. 

Pull Stick (5) 

Two sit upon the floor, toes against 
toes. They grasp a broomhandle be- 
tween them, and at the signal each tries to 
pull the other up off the floor. Can be used 
without stick by opponents grasping 
Twist Stick hands, using the hook grasp. 




Toe Wrestling 




GROUP AND MASS GAMES 



381 



Rooster Fight (6) 

A circle four feet in diameter is drawn upon the 
floor or ground. Two players standing on one leg, 
both hands grasping the other foot behind their 
backs, endeavor to make the other step outside of 
the ring or break his clasp upon the upheld foot, by 
shouldering each other. 



Knocking Off Hat (7) 

Two, by sparring together endeavor to knock off 
the opponent's hat. 




Rooster Fight 



Dog Fight (8) 

Two place themselves on hands and knees facing each other about 
three feet apart. Their leather belts are linked together. The 
linked belts are thrown over their heads. The players must keep 
heads up and back. At the word "Go," the players pull against each 
other until one of them is pulled across the line three feet back from 
where the players started, or until his head is pulled forward thereby 
releasing the strap. 

Elbow Wrestling (9) 

A table or some flat surface is necessary for this event. The 
opponents stand on opposite sides of the table placing the right 
elbows together on same. They clasp hands and endeavor to push 
the back of the hand of the opponent down to the table without 
lifting the elbow. 



Harlequin Wrestle (10) 

Each contestant stands on one leg, one leg and arm swinging free. 
They grasp right hands and each tries to make the other lower his 
upraised foot to the ground, or touch the floor with his free hand. 
Losing balance or touching floor with free hand or foot constitutes a 
fall. A fall may be produced only with the engaged hand. 



La Savate (11) 

Two contestants fold arms, hop on one foot until each is within 
touching distance with their free feet, then by feinting or tapping 
with the free foot cause the opponent to lose his balance and touch 
floor with free foot. (From the French boxing contests where the 
feet are used.) 



3 82 



HANDBOOK FOR PIONEERS 




Hand Slap Wrestle 



Hand Slap Wrestle (12) 

Same formation as above. 
Players stand about two feet 
apart with each player's feet 
in a line, toe and heel touching, 
left arm placed behind back, 
right arm swinging free in 
front. The player, by strik- 
ing, feinting, or evading tries 
to cause his opponent to lose 
his balance. This constitutes 
a fall. The fallen player's 



place is taken by another player from his own team. This continues 
until all of one team have been thrown. The team wins which has the 
last boy standing. 



APPENDIX 



HISTORICAL STATEMENT 
Edgar M. Robinson 

Senior Secretary of Boys' Work Division, International Committee 
of Young Men's Christian Associations 

One of the outstanding characteristics in the organization of 
the Young Men's Christian Association has been the emphasis 
placed upon the local autonomy and independence of each 
individual Association. 

The supervising committees have been created by the local 
Associations in convention assembled, and continued to operate 
under the instruction of such conventions. This complete liberty 
and responsibility of each local unit has had much to do with the 
development of the almost endless varieties of Association 
effort. No set pattern or program has been handed down from a 
central authority, but the fundamental ideals of the Association 
have been preserved, notwithstanding this. While the Associa- 
tion movement as a whole has lacked uniformity, it has not lacked 
unity. 

To introduce a standardized, graded program into an organiza- 
tion with such histor y and traditions would be quite impossible, 
were it not for the almost unanimous consciousness of need and 
desire for something of this kind. Local Associations which were 
acutely conscious of how "peculiar" their fields were, and how 
much they differed from other Association fields, also became 
increasingly conscious of the number of problems that were 
identical in every field. While Associations justly resent any 
movement which would tend to deprive them of their individu- 
ality, they eagerly welcome any plan which is the result of 
"pooled" experience and which helps them in their common 
problems. 

Many years ago it was found, through physical department 
activities, that boys took pride in their records of achievement 
and would work diligently to measure up to some set standard 
or requirement in order to receive the recognition. Gradually 



386 HANDBOOK FOR PIONEERS 

this idea of giving boys credits, or points, or counts, was intro- 
duced into other activities beside the physical. Long before the 
year 1908 such credits were being given by various Associations 
in varying ways. One of the most elaborate of these local plans, 
however, was printed in Association Boys in 1908 under the title 
of "The Tuxis System," which was devised by Harvey L. Smith, 
then Boys' Work Secretary in the Bedford Branch, Brooklyn. 
Part of this plan had been operated by Mr. Smith in his previous 
secretaryships in New Haven and Providence. Valuable contri- 
butions in this direction were also made by John L. Alexander, as 
Boys' Work Secretary in Philadelphia, and later as Superinten- 
dent of the Secondary Division of the International Sunday 
School Association, M. D. Crackel, Boys' Work Secretary of 
Cleveland, and a number of others. 

The idea of charting a boy with reference to the activities 
in which he was undeveloped or over-developed, probably 
originated with Walter M. Wood, General Secretary of Phila- 
delphia, while the charting plan seems to have been first ade- 
quately developed by Taylor Statten, National Boys' Work 
Secretary of Canada. So many men at different times have 
contributed different items, it is impossible to record the credit 
that is due to each one. 

So rapidly did this general idea spread and develop, the 
National Council of Canada began to correlate the efforts and 
developed a system of tests in 1912 under the name of the "Cana- 
dian Standard Efficiency Tests." 

Shortly after this the Association of Boys' Work Secretaries 
of North America appointed a special committee to develop a 
somewhat similar program for general use in the United States, 
and some valuable work was done. In May, 1916, the Inter- 
national Committee was requested to become responsible for the 
development of this program, the National Council of Canada 
having graciously granted the Committee the use of any of its 
copyrighted material in connection with the Canadian tests. 

A committee of fifteen was called together, representing 
the Religious Education Association, the Federal Council of 
Churches of Christ in America, the International Sunday School 
Association, the Sunday School Council of Evangelical Denomin- 
ations, and the International Committee of Young Men's 



APPENDIX 387 

Christian Associations, to discover if an American Standard 
Program for boys could be jointly developed and promoted. The 
American Standard Program as then developed was offered to 
this committee by the International Committee of Young Men's 
Christian Associations, with the hope that each of the other 
bodies would make similar contribution to a joint program. 

Several meetings of this Commission were held, but a number 
of difficulties presented themselves which prevented unanimous 
and joint action, so on September 28, 191 7, the following resolu- 
tion was passed : 

Whereas the Commission on Religious Education of the Religious 
Education Association is engaged upon an investigation similar to 
that undertaken by the Commission on the Standard Program of 
Boys' Work, therefore, be it resolved that the Commission suspend 
operation for the present. Second, that the Chairman of the Com- 
mission be authorized to convene the Commission at any convenient 
time, upon the request of the representatives of any constituent 
body. Third, that pending definite action by the Commission, each 
constituent body will be at liberty to conduct independent investi- 
gation and experimentation in its direction. 

Following this resolution, the International Committee again 
resumed its work with the program and printed a second proof 
edition in which the form of the material was changed while the 
content remained the same. 

A thorough revision was then undertaken by members of the 
International Boys' Work Staff and by scores of State and 
Local Boys' Work Secretaries and others. Through corre- 
spondence and by conferences, gradually there was built up an 
elaborate program, which was submitted to a general conference 
of Association men in Atlantic City in December, 1918, and to a 
conference of boys' work men in Chicago the same month. Still 
further revisions resulted. Dr. Sidney A. Weston and Professor 
E. P. St. John gave much valuable time and many helpful sugges- 
tions, especially in connection with parts of the program for 
Comrades, in adapting the material for use with the Sunday 
school program for boys of this age. Other recognized leaders 
in the field of religious education had already been consulted, and 
had given helpful and constructive criticism. The program as it 



388 HANDBOOK FOR PIONEERS 

stands today is the product of many men of recognized ability 
and experience. 

With the full consciousness that any program of this character 
must be tested out in the laboratory of experience, and that as 
large volumes of experience are pooled changes, additions, and 
modifications of the program may seem wise from time to time, 
nevertheless this program is recommended in its present form 
by men who have given careful thought to the matter and who 
have had years of experience in practical boys' work, and by 
men of recognized ability in the field of religious education, as 
the best all-round graded program of religious education yet 
devised for boys, and it is hoped that it will be found sufficiently 
rigid and yet sufficiently elastic to constitute the minimum pro- 
gram which will be used and recommended by the Young Men's 
Christian Associations and other organizations which desire it 
throughout the country. 



■ 

■ 



INSIGNIA AND REGISTRATION 

Classes of Insignia 

A very simple insignia has been devised for the entire Program. 
It may or may not be used, just as the individual group may 
determine. Every effort has been made to make it inexpensive, 
yet effective and attractive. 

Regulation Pins and Watch Fobs 
The regulation pins and watch fobs may be obtained in a vari- 
ety of types and sizes; for the official design see illustration. 
(Price list furnished upon application.) 






PIONEERS 



COMRADES 



LEADERS 



These pins have been designed to show simply that the wearer 
is actually identified with the all-round Program of development 
and to show which particular group of the Program he is taking. 
The Leader's pin for both Pioneer and Comrade groups is the 
same. 

The Sweater Emblem 

A more elaborate emblem has been devised for the sweater. 
(See the complete emblem in the illustration.) 

The Swiss cross is chosen as the symbol of fourfold develop- 
ment. The circle suggests complete living. Each arm of the 
cross is taken to represent one phase of development: top (No. 
i), the Intellectual Training Program; left (No. 2), the Physical 
Training Program; lower (No. 3), the Devotional Training 
Program; right (No. 4), the Service Training Program. An 



390 



HANDBOOK FOR PIONEERS 



emblem suggestive of each side of the program has been devised 
and may be earned by the boy in any one of three colors, red, 
white, or blue. If the boy averages fifty per cent or below in 
any one of the standards at his initial charting interview, he must 
wear a red emblem, but if he averages above fifty per cent and 
under seventy-five per cent, he must wear a white emblem. If, 



c SERVICE 



RECOGNITION 




YEAR aez> 

year! 



3-PYEAR'jttw* 



INTELLECTUAL j 



TRAINING 



SERVICE jL 
TRAINING^ 



DEVOTIONAL «z 
TRAINING *> 



on the other hand, his average in any one of the four standards is 
above seventy-five per cent as shown by the interview, he is 
entitled to wear the blue emblem ; thus his built-up insignia shows 
his standing. 

Both Pioneers and Comrades have three one-year programs 
of activity. The silk cords (see illustration) about the basic 
circle of the insignia are to represent these years of work. A boy 
taking the first year's work in either group will add the first or 
red cord ; when he passes into the second year's work, he will add 
the second, or white cord; when he passes into the third year's 
work, he will add the third or blue cord. Likewise if he enters 
the group program when the group is using the second year's 
tests, he will wear on his insignia only the white cord instead of 
the red and white, or in the third year, only the blue cord, 
instead of the red, white, and blue. 



- INSIGNIA AND REGISTRATION 391 

The Service Recognition Insignia 

The very soul of the Program is service, consequently the 
center of the insignia is reserved for the Service Recognition 
numerals. (For full explanation of the Service Recognition 
plan see Chapter VI, this manual.) 

The Service Recognition emblems are made bearing heavy 
numerals. The numeral worn by any boy shows the total number 
of Service Recognitions that he has been awarded, without 
regard to the particular type of service rendered. This method 
is used to overcome the undesirability of rewarding in any way 
for service. As the boy develops the service side of his life to the 
maximum, he changes the numeral from I up to a possible 6. 
The Leader of a group should have on hand a supply of Service 
Recognition emblems of the various numerals so that the changes 
may be made quickly either by exchange or by supplying addi- 
tional emblems. 

Difference of Insignia for Pioneers and Comrades. 

The only difference between the insignia for Pioneers and 
Comrades is that the basic circle used in Pioneer insignia is black 
in color, while the basic circle for the Comrades is tan in color. 
Each boy should be encouraged to keep all pieces of insignia 
earned, dating each piece, but should wear only such as show the 
result of his latest interview and charting. 

A Suggestive Group Insignia 

It will be easily understood how in exactly the same way an 
accurate insignia for any group may be built up, showing the 
Intellectual, Physical, Devotional, and Service standing of the 
group as a whole. The Service Recognition numeral of the group 
would then, of course, be the total of the individual Service 
Recognition numerals of all members of the group. A new group 
insignia should be made each year, following the annual charting 
of all members in order to bring it strictly up to date. Special 
group insignia of a large size can be secured from Association 
Press, 347 Madison Avenue, New York City. Price upon appli- 
cation. Such an all-round development pennant would be very 
valuable for conferences, camp, conventions, and the like, and 



392 HANDBOOK FOR PIONEERS 

its proper display would greatly stimulate the use of the Program 
by other groups. 

Other Insignia 

In addition to the regular official insignia a group may adopt 
for local use any additional uniform or insignia — such as colored 
caps, sweaters, and so forth — that it cares to. 

Local Organization and Administration 

It should be constantly borne in mind that this entire plan of 
graded material is essentially a program and not a new organiza- 
tion for boys. Consequently, the organization and administra- 
tive features have been kept as simple as possible; every stum- 
bling block and obstacle to local initiative and control has been 
eliminated; on the other hand, if national recognition is to be 
given, the national awards and insignia must be reasonably pro- 
tected. The following very simple plan has been devised for 
present use. What the future may hold no one can at this time 
determine. 

Creating a Local Cooperative Committee 

For the time being, pending possible revisions or new coopera- 
tive relationships, a local Cooperative Committee shall be com- 
posed of at least three men, officially designated from and ade- 
quately representing the Christian churches and interests 
(including the Young Men's Christian Association). 

(Where there is no local Y. M. C. A., a representative of the 
County or State Committee should be made a member of this 
local committee.) 

This committee shall apply for official registration at the near- 
est of the regional offices named below. The fee for registering 
each local Cooperative Committee is one dollar. 

The following are the present regional offices of the Interna- 
tional Committee: 

Eastern. International Boys' Division, 347 Madison Avenue, 

New York, N. Y. 
Central. International Boys' Division, Room 1500, 19 South 

La Salle Street, Chicago, 111. 



INSIGNIA AND REGISTRATION 393 

Western. International Boys' Division, 229 Association Build- 
ing, Denver, Colo. 

Southern. International Boys' Division, 1610 Candler Building, 
Atlanta, Ga. 

Registering Leaders 

Leaders can only be registered through a local Cooperative 
Committee. 

The local Cooperative Committee shall forward to the nearest 
regional office of the International Committee a properly filled 
out Leader's Registration Blank, and the sum of one dollar for each 
Leader it registers, to cover costs of registration. 

The registration of Leaders shall be for the calendar year only, 
a re-registration of all Leaders being required each year. 

Securing Insignia 

National insignia may be secured from Association Press, 347 
Madison Avenue, New York City, or from any one of its official 
repositories (cash with order — price list and information upon 
application) upon the presentation of suitable identification as a 
registered Leader. (Printed order blanks and identification slips 
will be supplied each local Cooperative Committee upon regis- 
tration.) 

Cooperation with State Committees 

The regional offices shall file with each state office early record 
of all registrations of local Cooperative Committees and Leaders 
within their several states, and such other facts and information 
as may be valuable to any given state in adequately promoting 
the best interests of the Program. 

How to Organize Locally 

Create a local Cooperative Committee. Get in touch person- 
ally or by correspondence with your local or nearest supervisory 
office of the Y. M. C. A. (see list of state offices below) and 
request that a representative meet with your newly created 
committee to talk over the whole matter of organization and 
promotion. This representative will come prepared to explain 
fully the Program and its objectives. 



394 HANDBOOK FOR PIONEERS 

Next, select the Leaders for the various groups that are to use 
the Program and register them at the nearest regional office upon 
regular Leader's Registration Blanks that will be supplied upon 
request. 

Next, take steps, under the direction of the Y. M. C. A. repre- 
sentative or other qualified party, to train adequately your 
registered Leaders. Not only the content but the objects and 
purposes of the Program should be well understood by each 
Leader before he attempts to use it with a group of boys. This 
training will, of course, include a thorough reading of both the 
boys' handbook and the Leader's manual to be used. If you 
have questions or wish further information that you cannot get 
locally, write either your state or regional office. Bulletins and 
printed matter, bearing on the Program, also order blanks for 
supplies, samples of various records, etc., will be mailed each 
Leader upon registration. 

Too great stress cannot be laid upon the absolute necessity of 
adequately training leadership. Under all circumstances avoid 
beginning the Program with any group for which you cannot 
supply a reasonably trained Leader. Avoid widespread promo- 
tion for which you are not prepared. The Program is not a new 
collection of entertaining stunts but a program of character 
building, dealing with the fundamentals of boy life. Plan care- 
fully and thoroughly. Hasty and superficial organization means 
ultimate failure. Seek counsel. Study the manuals. Then 
proceed, determined to succeed. 

State Committees of Young Men's Christian Associations 

(Address correspondence to Boys' Division) 

Alabama 526 North 20th Street, Birmingham 

Arizona 711 Caples Bldg., El Paso, Texas 

Arkansas 603 A. O. U. W. Bldg., Little Rock 

California 325 First Nat'l Bank Bldg., San Francisco 

Colorado 25 East 16th Avenue, Denver 

Connecticut 177 Church Street, New Haven 

Delaware 20 West Franklin Street, Baltimore, Md. 
District of Col. 20 West Franklin Street, Baltimore, Md. 

Florida Y. M. C. A., Jacksonville 



INSIGNIA AND REGISTRATION 



395 



Georgia 1602 Candler Bldg., Atlanta 

Idaho 195 Sixth Street, Portland, Ore. 

Illinois 19 South La Salle Street, Chicago 

Indiana 615 Majestic Bldg., Indianapolis 

Iowa 807 S. and L. Bldg., Des Moines 

Kansas 613 New England Bldg., Topeka 

Kentucky 221 West Broadway, Louisville 

Louisiana 509 Maison-Blanche Annex, New Orleans 

Maine Savings Bank Bldg., Waterville 

Maryland 20 West Franklin Street, Baltimore 

Massachusetts 167 Tremont Street, Boston 

Michigan Adams Avenue and Witherell Street, Detroit 

Minnesota 30 South Ninth Street, Minneapolis 

Mississippi Daniels Bldg., Jackson 

Missouri 114 North Seventh Street, St. Louis 

Montana 27 Babcock Theater Bldg., Billings 

Nebraska 951 Omaha Nat'l Bank Bldg., Omaha 

New Hampshire 39 North Main Street, Concord 

New Jersey Room 1006, 671 Broad Street, Newark 

New Mexico 711 Caples Bldg., El Paso, Texas 

New York 2 West 45th Street, New York 

North Carolina 350 South Tryon Street, Charlotte 

North Dakota Roberts Street and First Avenue, Fargo 

Ohio 36 South Third Street, Columbus 

Oklahoma Patterson Bldg., Oklahoma City 

Oregon 195 Sixth Street, Portland 

Pennsylvania 408 Calder Bldg., Harrisburg 

Rhode Island 167 Tremont Street, Boston, Mass. 

South Carolina 122 Sumter Street, Columbia 

South Dakota 305 Boyce-Greeley Block, Sioux Falls 

Tennessee 226 Seventh Avenue, North, Nashville 

Texas 611 Sumter Bldg., Dallas 

Western Texas 711 Caples Bldg., El Paso 

Vermont 171 College Street, Burlington 

Virginia Chamber of Commerce Bldg., Richmond 

Washington Fourth Avenue and Madison Street, Seattle 

West Virginia 1406 G Street, N. W., Washington, D. C. 

Wisconsin 147 Fourth Street, Milwaukee 

Hawaii Y. M. C. A., Honolulu 



LEADER'S REGISTRATION BLANK 

Name Age 

City or Town 

Home Address 

Occupation 



State briefly former boys' work experience: 



What study or training for boys' work have you previously had? 



Have you had specific training for this Program?. 
What? 



By whom taught? 

Have you carefully read the Handbook and Manual?. 



To what local institution is the proposed group of boys attached? 
Church 



Y. M. C. A. 

Club 



Of what Christian denomination are you a member?. 
Name of church? 



Number of boys in proposed group? Average age? 

Is your group an old organization now proposing to use the Program? 



Is your group a new organization beginning an all-round program 
for the first time? 



(Signature of applicant) 



(Certification by Local Committee, attached to Leader's Registration 
Blank.) 



To the Regional Office, (Address)- 

International Committee 

Young Men's Christian Association. 



We hereby request your office to issue Registered Leader's Cer- 
tificate to Mr , who, in our 

judgment has the capacity and training necessary to successfully 
organize and administer this all-round program of character-building 
with a group of boys. 

If this application is accepted, we, a regularly organized and 

registered local Cooperative Committee, agree to give Mr. 

's group our best support and counsel 



in the development and expansion of the program to the end that 
his boys may be led into a definite plan of all-round Christian living. 

Signed by 



For (Name of State) .Committee No. 

Date 



Received By 

Registered Certificate No issued (date) 

Memoranda filed with (State) Office (date) 

Information packet, sample forms, etc., mailed (date). 



COOPERATIVE COMMITTEE REGISTRATION BLANK 

To the Regional Office, (Address of regional office) 
International Committee 

Young Men's Christian Association. 

Gentlemen : 

We, the undersigned, representing the various Christian churches 
and interests of request 

that we be registered as an official local Cooperative Committee and 
authorized to: 

1. Organize and promote the Program of Christian Citizenship 
Training in this locality. 

2. Enlist and train prospective Leaders for groups. 

3. Accept and submit for registration local Leaders. 

4. Issue and supply, to such registered Leaders, national insignia, 
supplies, and service recognitions. 

5. Issue and sell to the general public manuals, handbooks, and 
general promotion literature as it may develop. 

It is clearly understood by us that this Program is especially 
designed for use of any party interested in bringing about the all- 
round Christian development of boys and will be administered by us 
with that end in view. 

We agree to : 

1 . Annually submit a simple report of facts and figures on progress 
made (blank to be supplied). 

2. Adapt local organization and control so as to best meet the boy 
needs of the whole community. 

3. Select, inspire, and register likely Leaders of groups. 

4. Promote or aid in formulating adequate plans to train sufficient 
leadership for the natural growth of the Program in the locality. 

Signed : 

Mr. Representing 

Mr. ; Representing 

Mr. Representing 

(Place additional names on back of this page.) 
Correspondence and business matters with this Committee to be 

taken up with: Name 

Address 



Received (date) By 

Registration Certificate No issued (date). 

Memoranda filed with (State) Office (date). 



Information packet, sample forms, order blanks, etc., mailed. 



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INDEX 

Caps and small caps indicate chapter headings. 
Italics indicate illustrations. 



Accidents (See Safety First) 

Drowning 324 

Falls 323 

Fires 325 

Fires and Their Prevention 325 
How to Put Out Burning 

Clothing 325 

Poisons 326 

Railway 323 

What to Do in Case of Fire 325 
Administration of Program . 392 

Aims of a Pioneer 2 

Albirea 189 

Alcohol and Tobacco .... 77 

Alcor 186, 189 

All About the Program . 1 

Altair 188 

"America" 340 

American Flag, History of . 338 

Americanism 336 

American's Creed 338 

Americans All 60 

Bates, Herbert Roswell . . 69 

Lee, Robert E 67 

Pitkin, Horace Tracy ... 65 

Riis, Jacob 62 

Roosevelt, Theodore ... 60 
Washington, Booker T. . . 70 

Aquatics 28, 129 

Diving 142 

Life Saving 146 

Resuscitation 152 

Swimming 129 

Swimming Records . . . 155 

Aquatics Test 29 

Aquila 188, 191 

Arbor-vitae, or White Cedar 

Tree 215 

Arcturus 188 

Artificial Aids (Swimming) . 137 



Artificial Breathing . . . .153 
Artificial Respiration . . . .317 

Ash Trees 239, 240 

Aspen Tree 216 

Athletes, Christian 120 

Athletic Events Summary . 31, 92 
Athletic Meet Equipment . . 112 
Athletic Meet Officials . . . 112 
Athletic Meet, Rules .... 11 1 
Athletic Meet, Suggestions . 109 
Athletic Record, Indoor . .114 
Athletic Record, Outdoor . .118 
Athletic Scoring Tables . 99-108 

Athletics 30 

Athletics Test 31 

Athletics, Track and Field 91 

Athletic Meet 109 

Athletic Records 114 

Christian Athletes . . . .120 
Grading for Athletic Events 91 
Rules for Athletic Events . 94 
Scoring Tables 99 

Back Stroke 141 

Balance (Swimming) .... 133 

Balsam Tree 214 

Bandages 307 

Bandages 308, 310-312 

Basswood Tree 238 

Bates, Herbert Roswell ... 69 

Baths 75 

"Battle Hymn of the Repub- 
lic" 341 

Becket Hitch 184 

Beech Trees 224, 228 

Beginnings of Life 11 

Birch Trees 222, 223 

Birds 192 

Bill 19s 

Bluebird 196 



402 



HANDBOOK FOR PIONEERS 



Blue Jay 194 

Chickadee 195 

Classification 194 

Color Variation 195 

Flicker 196 

Migration 196 

Nests 193. 196 

Robin 194 

Woodpecker 194 

Wren 195 

Blackwall Hitch 184 

Bleeding and How to Stop It 306 

Boat Knot 183 

Books of Information . . . 299 

Books on Camping 165 

Books on Heroes 290 

Books on Stars 191 

Books on What and How to 

Do 301 

Bootes 188, 191 

Bowline Knot 183 

Box Elder Tree 237 

Breast Stroke 138 

Breathing (Swimming) . 132, 137 
Breathing, Artificial . . . .153 

Brink, B. Deane (Aquatics) . 129 

Broiling 179 

Brown, Cecil L. (Making of 

Earth) 205 

Bruises 315 

Burns 318 

Butterflies 198 

Banded Purple 198 

Cabbage 262 

Emperor 200 

Monarch 197 

Red Admiral 199 

Yellow Swallowtail . . . .200 

Cabbage Butterfly 262 

Camp Cooking . . . . . .174 

Camp Duties 163,175 

Camp Fires 166 

Camp Fires 168 

Camp Life and Recreation 160 
Camping and Campcraft . 160 
Fires and Their Uses ... 166 
Hikes and Mountain Climb- 
ing 180 



Knots 182 

Sheltering Lean-to . . . .173 
What and How to Cook . 174 

Camp Shelter 173 

Camp Site 160 

Campcraft 25 

Campcraft Test 26 

Campfire Broiling 179 

Caph 189 

Carrying the Injured . . . .315 
Carrying the Injured . .31 5-3 1 7 
Cassiopeia .... 186, 189, 190 

Castor 189 

Cedar, or Arbor-vitae Tree . 215 
Chandler, William Stephen . 125 

Charting 3 

Charts 3, 4 

Chasing Games 356 

Chestnut Tree 229 

Chickens 272 

Buff Orpington Hen . . . 275 
Plymouth Rock Rooster . .274 
Rhode Island Red Hen . .273 
White Leghorn Rooster . .275 
White Wyandotte Hen . .276 

Christian Athletes 120 

Church School Loyalty . . 38 
Church School Loyalty Test 38 

Church Service 58 

Circle Games 347 

Citizenship 51, 334 

Citizenship Test 52 

Classification, Weight . . 30, 91 

Cleat Hitch 183 

Clothes for Hikes 180 

Clove Hitch 183 

Coffee and Tea 77 

Cold Frame (Garden) . . . 250 
Community Service .... 59 

Compress, Use of 313 

Comrade Group 5 

Comrades' Insignia .... 391 
Confidence (Swimming) . . 132 
Conservation (Health) ... 89 
Cooperative Committee, Local 392 
Cooperative Committee, Reg- 
istration 392, 398 

Constellations 190 

Aquila 188, 191 



INDEX 



403 



Bootes 188, 191 

Cassiopeia . . . 186, 189, 190 

Corona Borealis 191 

Cygnus 19° 

Delphinus 191 

Hercules 191 

Lyra 188, 190 

Orion 190 

Orion 187 

Pegasus 191 

Sagittarius 191 

Taurus 190 

Ursa Major 190 

Ursa Minor 190 

Constipation 78 

Cooking Fire 167 

Cooking Receipts 174 

Bacon 178, 179 

Beans, Baked 179 

Cocoa 178 

Coffee 178 

Eggs 177 

Fish 178 

Meat, Broiled 179 

Oatmeal 178 

Pancakes 176 

Potatoes 177 

Prunes 178 

Rice 178 

Salmon on Toast .... 178 
Sandwiches, Toasted Cheese 179 

Spaghetti 178 

Coordination (Swimming) 135-137 

Corona Borealis 191 

Cottonwood Tree 217 

Cramps, Stomachache . . . 320 
Credit for Boy Scout Train- 
ing 8, 23, 35, 46 

Crops 257 

Cutworms 259 

Cygnus 190 

Cypress Tree 214 

Daily Devotions 42 

Daily Devotions Test ... 43 

Daily Program, Camp . . . 164 

Dashes (Athletics) 109 

Delphinus 191 

Democracy 332 



Deneb 189 

Depression, Conditions of . . 304 
Devotional Training Pro- 
gram 34 

Church School Loyalty . . 38 

Church School Loyalty Test 3 8 

Daily Devotions 42 

Daily Devotions Test . . 43 

God in Nature and Art . . 37 

God in Nature and Art Test 37 

Knowledge of the Bible . . 39 

Knowledge of the Bible Test 39 

My Church and I . . . . 41 

My Church and I Test . . 41 

Public Worship 35 

Public Worship Test ... 36 

Story of Christianity ... 40 

Story* of Christianity Test 40 

Diarrhea 320 

Discipline, Camp . . . 162, 163 

Dislocations 314 

Dive, Front 143 

Dive, Jacknife 145 

Dive, Swan 144 

Diving 142 

Dogs 264 

BloodJwund 266 

Collie 266 

Fox Terrier 267 

English Setter 265 

Greyhound 265 

Irish Setter 266 

Scottish Terrier 265 

Draper, George O. (Games) 345 

Drinking Coffee and Tea . . 77 
Drinking Water . . 76,161,181 

Dual Strength Test .... 380 

Earache 320 

Ears, Care of 84 

Earth, Making of 205 

Eating 75, 163 

Education 7 

Educational Talks and Trips 20 
Educational Talks and Trips 

Test 21 

Elm Trees 230 

Emblems 390 



404 



HANDBOOK FOR PIONEERS 



Emery, J. W., Ph.D. (Plant 

Life) 202 

Equipment, Athletic Meet . 112 
Equipment, Camp . . . 164, 181 
Examination Blank, Physical 

399. 400 
Examinations, Physical . . 33, 75 

Exercises, Health 78-81 

Exercises, Outdoor 74 

Eyes, Care of 82 



Fainting 304 

Feet, Care of 87 

Field Events (Athletics) . . 109 
Field Events Equipment . . 113 

Figure Eight Knot 184 

Figure-of- Eight Knot . . *. . 182 
Finger Nails, Care of ... . 88 

Fire Drills 1 69-1 71 

Fire, Making without Matches 169 
Fire, Making with Flint and 

Steel 172 

Fires and Their Uses .... 166 

First Aid to the Injured 303 

Artificial Respiration . . .317 

Bandages 307 

Bandages .... 308, 310-312 
Bleeding and How to Stop 

It 306 

Bruises 315 

Burns 318 

Carrying the Injured . . . 3*5 
Carrying the Injured . 315-317 
Compress, Use of .... 313 
Cramps, Stomachache . . 320 
Depression, Conditions of . 304 

Diarrhea 320 

Dislocations 314 

Earache 320 

Fainting 304 

Fractures 313 

Frostbite and Freezing . .318 
General Principles .... 303 

Head Injuries 305 

Heat Exhaustion .... 305 

Nosebleed 319 

Poison Ivy and Poison Oak 320 
Poisoning 319 



Pressure and Tourniquet 

Points 306 

Shock 304 

Something in the Eye . .320 

Splints 313 

Sprains 315 

Stimulants . . . 303, 304, 307 

Sunburn 321 

Toothache 319 

Tourniquet 306 

Wounds and Infection . . 305 
Fisher, George J., M.D. 

(Health) 73 

Flag Day 339 

Flag, History of American . 338 

Flapjack Fantasies 176 

Flea Beetles 261 

Food, Selection .... 163, 175 

Fractures 313 

Friendship Fire .... 169, 173 
Frostbite and Freezing . . .318 

Garden, How to Have Good 241 
Cold Frame ........ 250 

Crops 257 

Garden Plan .... 242-244 

Hoeing 257 

Hotbeds 248 

Insects 259 

Planting 252 

Planting Tables . . . 253, 254 

Seed 250-252 

Soil and Manures .... 246 

Sunshine 245 

Watering 258 

Gemma 189 

Gibson, Arthur (Insects) 197, 259 

Gibson, H. W. (Camping) . . 160 

God in Nature and Art ... 37 

God in Nature and Art Test 37 

Grading for Athletic Events 30, 91 

Group and Mass Games . . 345 

Alphabetical Answers . .361 

Animal Blind Man's Buff . 364 

Around the World .... 361 

Attention 373 

Barrel Boxing 379 

Bat Kicking Stunt .... 377 
Basket Ball Relay . . 368,373 



INDEX 



405 



Black and White 356 

Blindfold Race . . : . . 376 

Bombardment 360 

Bottle Balance 376 

Breaking Prison 348 

Broncho Tag 348 

Can and Glove Boxing . .379 

Capitals 361 

Centipede Relay . . : . . 374 

Chain Tag 351 

Chariot Race 375 

Circle Chase 350 

Circle Jump 348 

Circle Stride Ball . . . .351 

Clothespins ....... 365 

Corner Ball 355 

Cracker Eating Contest . 378 

Cross Questions 365 

Cross Tag 351 

Dead Man Relay . . . .372 

Dodge Ball 349 

Dog Fight 381 

Double Number Tag . . .353 

Driving Contest 376 

Duck on Rock 354 

Find the Ring 364 

Fire 366 

Flag Race 374 

Forward Roll Relay . . . .371 

Fox and Geese •; ... 359 

Fox in the Hole ..... 359 

Frog Race 371 

Ghost 378 

Gossip . . . . ^ 363 

Guess Ball ....... 355 

Hand Baseball 355 

Hello, Mike 377 

Hip 358 

Hop Race 371 

Hot Hand 379 

Hot Rice 354 

In and Out 367 

Jenkins Up 365 

Jump Stick Relay .... 373 

Knocking Off Hat .... 381 

La Savate 381 

Leap Frog Race 370 

Lifting Seven Men .... 378 

Location 366 



Lock Arm Tag 347 

Long Ball 355 

Magic Writing 362 

Marching Tag 357 

Maze Tag 352 

Mirror Pictures 362 

Monkey and Crab Race . 370 

Mount Ball 349 

Mount Tag 353 

Newspaper Race 376 

Number Tag 353 

Numbers Change .... 350 

Object Tag 348 

One Hundred Yard Dash . 375 

Ostrich Tag 352 

Over and Under 367 

Over the Top 367 

Overcoat Relay Race . . .370 

Pass the Buck 373 

Passing Relay 373 

Paul Revere Race . . . .375 

Peanut Relay 377 

Pie Eating Contest . . .379 

Pillow Fight 377 

Pillow Fight on Pole . . .377 

Potato Race 369 

Potato Race (Stunt) . . .376 

Prisoners' Base 357 

Prisoners' Base 358 

Pull into Circle 350 

Pull Stick 380 

Rescue Race 374 

Rooster Fight 381 

Run Sheep Run 358 

Sack Chase 377 

Sack Race 369 

Safety First Hop . . . .359 

Shoe Race 376 

Shouting Proverbs .... 364 
Sixteen-pound Shot Put 

(Stunt) 375 

Skin the Snake 371 

Skin the Snake 372 

Slap Obstacle 372 

Snatch Ball 359 

Soaped Pole Climb .... 376 
Spin around Relay .... 373 
Spinning the Hun .... 350 
Stab-the-Spud Race . . . 369 



406 



HANDBOOK FOR PIONEERS 



Steal the Flag 357 

Stealing Ammunition . . .356 

Straddle Relay 367 

Swat Tag 348 

Telegrams 3°4 

Three Deep Tag 347 

Three-Legged Race . . -375 

Treasure Hunt 360 

Turtle Tag 35i 

Twist Stick 380 

Verbal Authors 363 

Watch Trick 363 

Weight Guessing . . . .378 

Who Am I? 361 

Words 363 

Wrestle, Hand Slap . . .382 
Wrestle, Harlequin . . . .381 
Wrestling, Elbow . . . .381 

Wrestling, Hand 380 

Wrestling, Horseback . .356 
Wrestling, Indian .... 380 

Wrestling, Line 354 

Wrestling, Toe 380 

Group Games 28 

Group Games Test 28 

Group Insignia 391 

Group Service 59 

Guessing Games 363 

Gum Trees 233, 238 

Handicraft 16 

Handicraft Test 17 

Head Injuries 305 

Health and Endurance . . 73 

Health Education 10 

Health Education Test ... 12 

Health Exercises 78-81 

Health Habits 24 

Health Habits Test .... 24 

Heat Exhaustion 305 

Hemlock Tree 213 

Hercules 191 

Heroes, Books on 290 

Hickory Trees 220 

Hikes 180 

Historical Statement . . . .385 
History of American Flag . . 338 

Hoeing (Garden) 257 

Home Service 46, 57 



Home Service Test 47 

Hornbeam Trees .... 223, 224 

Hotbeds (Garden) 248 

How to Organize 393 

How to Secure Insignia . . . 393 

Influenza 85, 86 

Insects, Collection and Preser- 
vation 197 

Banded Purple Butterfly . . 198 

Collecting 199 

Emperor Butterfly . . . .200 

Killing Bottle 198 

Monarch Butterfly .... 197 

Mounting 199 

Mounting Board 199 

Net 198 

Net 197 

Preserving Specimens . .200 

Rearing Insects 201 

Red Admiral Butterfly . .199 
Yellow Swallowtail . . . .200 

Insects, Garden 259 

Cabbage Butterfly .... 262 

Cutworms 259 

Flea Beetles 261 

Plant Lice 260 

Potato Beetle 262 

Root Maggots 261 

Insignia 5, 389 

Comrades 391 

Explanation 389 

Group 391 

How to Secure 393 

Pioneers 391 

Service Recognitions . . . 391 

Intellectual Training Pro- 
gram 7 

Educational Talks and 

Trips 20 

Educational Talks and 

Trips Test 21 

Handicraft 16 

Handicraft Test 17 

Health Education .... 10 
Health Education Test . . 12 

Nature Interests 15 

Nature Interests Test . . 16 
Observation and Collection 18 



INDEX 



407 



Observation and Collection 

Test 19 

School 8 

School Test 10 

Speaking and Home Read- 
ing 13 

Speaking and Home Read- 
ing Test 14 

Ironwood, or Hop Hornbeam 

Tree 223 

Knots 182 

Becket Hitch 184 

Blackwall Hitch 184 

Boat Knot 183 

Bowline Knot 183 

Cleat Hitch 183 

Clove Hitch 183 

Figure Eight Knot . . . .184 
Figure-of -Eight Knot . . .182 

Mangus Hitch 183 

Overhand Knot 182 

Sheepshanks 184 

Slip or Running Knot . . 182 
Square or Reef Knot . . . 182 

Timber Hitch 184 

Knowledge of the Bible ... 39 
Knowledge of the Bible Test 39 

Larch, or Tamarack Tree . .212 
Leader's Registration Blank . 396 
Leaders, Training of ... . 394 

Lee, Robert E 67 

Life Saving 146 

Life Saving Recognition . . 59 

Lincoln, Abraham 330 

Local Cooperative Committee 392 
Lyra 188, 190 

McCracken, Joseph C, M.D. 122 
Mangus Hitch Knot . . . .183 

Maple Trees 235-237 

Mass Games 347 

Meet, Athletic 109 

Methods of Release (Life 

Saving) 147 

Milky Way 187 

Mingling Games 361 

Mizar 186, 189 



My Church and I 41 

My Church and I Test ... 41 
My Part (Citizenship) . . .337 

Nature and Art Test .... 37 

Nature Hobbies 185 

Birds, How to Know . . 192 
Earth, Making of .... 205 
Insects, Collection and Pre- 
servation 197 

Plant Life, Development of 202 
Stars and Constellations . 185 

Nature Interests 15 

Nature Interests Test ... 16 
Nose and Throat, Care of . . 85 
Nosebleed 319 

Oak Trees -225-228 

Observation and Collection . 18 
Observation and Collection 

Test 19 

Observing Vocations .... 50 
Observing Vocations Test . . 51 
Officials, Athletic Meet . . . 112 
Organization and Administra- 
tion 392 

Cooperation with State 

Committees 393 

Cooperative Committee . 392 
How to Organize . . . .393 

Regional Offices 392 

Registration Blanks . 396-398 
State Committees .... 394 
Training of Leaders . . . 394 

Orion 187 

Orion 190 

Osage, Orange or Bow-wood 

Tree 231 

Other Fellow 48 

Other Fellow Test 48 

Overhand Knot 182 

Pain 75 

Passing Relays (Games) . . 367 

Patriotism and Citizenship 328 

American Flag, History of 338 

American's Creed .... 338 

Americanism 336 



408 



HANDBOOK FOR PIONEERS 



Citizenship 334 

Democracy 33 2 

Flag Day 339 

Lincoln, Abraham .... 330 

My Part 337 

Salute to the Flag .... 340 

Songs of Our Country . . 340 

State Governments . . . 333 
Washington, George . . .329 

Pecan Tree 220 

Pegasus I9 1 

Personal Service 57 

Pets 264 

Chickens 272 

Dogs 264 

Pigeons 268 

Rabbits 277 

Physical'Examination . . 33, 75 

Physical Exam. Blank . 399, 400 

Physical Examination Test . 33 

Physical Training Program 22 

Aquatics 28 

Aquatics Test 29 

Athletics 30 

Athletics Test 31 

Campcraft 25 

Campcraft Test 26 

Group Games 28 

Group Games Test .... 28 

Health Habits 24 

Health Habits Test ... 24 

Physical Examination . . 33 

Physical Examination Test 33 

Team Games 27 

Team Games Test .... 27 

Pigeons 268 

Antwerp 272 

Barb 271 

Barb 271 

Carrier 268 

Dragon 271 

Dragoon 272 

English Owl 272 

English Owl 272 

Fantail 270 

Homer 272 

Homer 272 

Jacobin 271 

Jacobin 269 



Magpie 271 

Magpie 270 

Pouter 271 

Pouter 269 

Trumpeter 268 

Tumblers 271 

Tumbler, Short-faced . . .270 

Turbit 271 

Turbit 271 

Pine Trees 211, 212 

Pins 389 

Pioneers' Aims 2 

Pioneers' Insignia . . . 389, 391 
Pitkin, Horace Tracy ... 65 

Plant Lice 260 

Plant Life, Development . . 202 

Planting (Garden) 252 

Planting Tables . . . . 253, 254 

Poe, Arthur 121 

Poison Ivy and Poison Oak . 320 

Poisoning 319 

Polaris (North Star) . -. 186, 189 

Pollux 189 

Poplar Tree 217 

Potato Beetle 262 

Potato Race .... 94, 369, 376 

Poultry 272 

Pressure and Tourniquet Points 306 
Program, Camp .... 164, 165 

Public Worship 35 

Public Worship Test .... 36 
Putting Shot 97 

Quiet Social Games .... 361 

Rabbits 277 

Angora 281 

Angora 281 

Belgians 281 

Belgian Hare ....:. 278 

Dutch 280 

Dutch, Black and White . . 280 
Dutch Marked Cavy . . .279 

English 281 

English 280 

Flemish Giant 278 

Himalayan 281 

Himalayan 281 

Lop Ears 280 



INDEX 



409 



Lop, Black and White . . . 277 

Silver 281 

Silver Grey 279 

Races, Novelty Relay . . .370 

Read, What to 288 

Books on Heroes 290 

Books of Information . . 299 
Books on What and How to 

Do 301 

Recognitions, Service . . 56 
Record, Indoor Athletic . . 114 
Record, Outdoor Athletic . .118 
Records, Swimming . . . .155 
Red-bud, or Judas Tree . .235 

Regional Offices 392 

Registration Blanks . . 396-398 
Registration, Cooperative 

Committee .... 392, 398 
Registration, Leaders . 393, 396 
Relaxation (Swimming) . . 134 
Relay Events (Athletics) . .109 
Relay Races (Games) . . . 366 
Release, Methods (Life Sav- 
ing) 147 

Rescuing (Life Saving) . . 149 
Resuscitation (Life Saving) . 152 
Resuscitation (Schafer Meth- 
od) 152 

Rickey, Branch 123 

Rigel 189 

Riis, Jacob 62 

Roosevelt, Theodore . . . 49, 60 

Root Maggots 261 

Rules, Athletic Events ... 94 
Rules, Athletic Meet . . . . 111 
Running Broad Jump ... 97 
Running High Jump .... 96 

Sadr 189 

Safety First 322 

Accidents, Drowning . . . 324 

Accidents, Falls 323 

Accidents, Fire 325 

Accidents, Poisons .... 326 
Accidents, Railway . . .323 

Sagittarius 191 

Salute to the Flag 340 

Sanitation, Camp . . . 161, 162 
Sassafras Tree 232 



Saunders, W. E. (Birds) . . 192 
Saving Human Life/ .... 59 
Schafer Method, Resuscita- 
tion 152 

School 8 

School Test 10 

School or Employment Ser- 
vice 58 

Scoring Tables (Athletics) 99-108 

Sculling (Swimming) .... 142 

Seed 250-252 

Service Recognitions . . 5, 56 

Church Service 58 

Community Service ... 59 

Home Service 57 

Insignia 391 

Personal Service 57 

Saving Human Life ... 59 
School or Employment Ser- 
vice 58 

Service to Group .... 59 

Service Training Program 45 

Citizenship 51 

Citizenship Test 52 

Home Service 46 

Home Service Test .... 47 

Observing Vocations ... 50 

Observing Vocations Test 51 

Other Fellow 48 

Other Fellow Test .... 48 

Thrift ' . . 49 

Thrift Test 50 

Training for Service ... 54 

Training for Service Test 55 

World Brotherhood ... 53 

World Brotherhood Test . 54 

Seton, Ernest Thompson . . 171 
Seton, Ernest Thompson 

(Trees) 210 

Sheepshanks Knot 184 

Sheltering Lean-to 173 

Shock 304 

Shot Put 97 

Shull, Lieutenant Laurens C, 

D.S.C 126 

Shuttle Events (Athletics) . no 

Sirius 189 

Sky in Autumn 189 

Sky in Spring 188 



4io 



HANDBOOK FOR PIONEERS 



Sky in Summer 189 

Sky in Winter 188 

Sleep 88 

Sleeping Out of Doors, 89, 162, 181 
Slip or Running Knot ... 182 
Social Team Games .... 365 
Soil and Manures (Garden) 246 
Something in the Eye . . . 320 
Songs of Our Country . . . 340 
Speaking and Home Reading 13 
Speaking and Home Reading 

Test 14 

Splints 313 

Sprains 315 

Sprints 94 

Sprints, Rules 95, 112 

Spruce Tree 213 

Square or Reef Knot . . . .182 
Stagg, Amos Alonzo .... 120 
Standing Broad Jump ... 95 
"Star Spangled Banner" . . 342 

Stars 185 

Books on Stars 191 

Albirea 189 

Alcor 186, 189 

Altair 188 

Arcturus 188 

Caph 189 

Castor 189 

Deneb 189 

Gemma 189 

Mizar 186, 189 

Polaris (North Star) . 186, 189 

Pollux 189 

Rigel 189 

Sadr 189 

Sirius 189 

Vega 188 

State Committees 

State Committees, Coopera- 
tion with 

State Governments . . . 333 
Statten, Taylor (Stars) ... 185 
Stimulants .... 303, 304, 307 
Story of Christianity .... 40 
Story of Christianity Test . 40 

Stroke, Back 141 

Stroke, Breast 138 

Stroke, Easiest and Best . .131 



Stroke, Underarm Back . . 141 
Stunt Athletic Meet .... 375 

Stunts 375 

Summary, Athletic Events 31, 92 

Sunburn- 321 

Sunshine (Garden) 245 

Supplies 393 

Sweater Emblem 390 

Swimming 129, 161 

Swimming, Laws 131 

Swimming Records .... 155 
Sycamore, or Buttonwood 

Tree 233 

Tag Games 351 

Tamarack Tree 212 

Taurus 190 

Team Events (Athletics) . .109 

Team Games 27 

Team Games Test 27 

Teeth 82 

Tents 162 

Thrift 49 

Thrift Test 50 

Thrift of Time and Money 282 

Giving 286 

Money, How to Earn . . . 283 

Saving 285 

Spending 286 

Throwing, Distance .... 98 

Timber Hitch Knot 184 

Toothache 319 

Tourniquet 306 

Towing (Life Saving) ... 149 
Track and Field Athletics 91 
Track Events, Equipment . 112 
Training for Service .... 54 
Training for Service Test . . 55 
Training of Leaders .... 394 
Transportation of the Injured 315 
Treading Water (Swimming) 142 

Trees, Mutilation 173 

Trees, our Native . . . .210 

Ash 239, 240 

Aspen 216 

Balsam 214 

Basswood 238 

Beech 224, 228 

Birch 222, 223 



INDEX 



411 



Box Elder 237 

Cedar, or Arbor-vitae . . .215 

Chestnut 229 

Cottonwood 217 

Cypress 214 

Elm 230 

Gum 233, 238 

Hemlock 213 

Hickory 220 

Ironwood, or Hop Horn- 
beam 223 

Larch, or Tamarack . . . 212 

Maple 235-237 

Oak 225-228 

Osage, Orange or Bow-wood 231 

Pecan 220 

Pine 2ii, 212 

Poplar 217 

Red-bud, or Judas . . . .235 

Sassafras 232 

Spruce 213 

Sycamore, or Buttonwood 233 

Tulip 232 

Walnut 218, 219 

Willow, Black 216 



Trick Games 362 

Tugging and Throwing Games 354 

Tulip Tree 232 

Typhoid Fever . . . . 76, 161 

Underarm Back Stroke . . . 141 

Ursa Major 190 

Ursa Minor 190 



Vega 



188 



Walnut Trees 218, 219 

Washington, Booker T. . . . 70 
Washington, George . . . .329 

Watch Fobs 389 

Watering (Garden) . . . .258 
Weight Classification . . . 30, 91 
What and How to Cook . .174 
What and How to Do Books 301 



Wild Birds 


. . 192 


Willow Tree, Black . 


. . 216 


Wood for Fires . . . 


. . 166 


Wood for Shelters . . 


• • 173 


World Brotherhood 


• • 53 


World Brotherhood Test 


• • 54 


Wounds and Infection 


■ • 305 



4> 

°?0 




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